MANUAL 



FOR 



Borough and Township High Schools 



OF 



Pennsylvania 



ISSUED BY 



The Department of Public Instruction, 



909. 



HARRISBURG, PA.: 

HARRTSRURO PUBLISHING CO.. STATE PRINTER. 

L909. 



MANUAL 



FOR 



Borough and Township High Schools 



OF 



Pennsylvania 



ISSUED BY 



The Department of Public Instruction, 



1909. 



IIAKIUSBURG, PA.: 

HARRISBURG PUBLISHING CO., STATE PRINTER. 

1909. 




- 



(1) 



MANUAL FOR 

Borough and Township High Schools 

OF PENNSYLVANIA. 



INTRODUCTION 



In response to a general demand by teachers, principals, and 
superintendents, as expressed in resolutions at educational meet- 
ings, this manual has been prepared. 

The minimum requirements for admission to high schools do not 
constitute a course of study for elementary schools. They are 
intended to aid the teachers in the selection of the essentials of 
instruction, and to unify the work of the grades and the work of the 
high school. 

The outlines of high school studies are designed to aid teachers 
and directors in their efforts to make the high schools efficient. 
These outlines have been planned on the assumption that the school 
year consists of at least nine months. Teachers and pupils are not 
expected to accomplish in seven or eight months, what is here 
outlined for a school year. 

City high schools can of course attempt more than is here out- 
lined, and each community can make additions suited to its special 
needs and industries. 



LEGISLATION AND APPROPRIATIONS. 

The last legislature appropriated one hundred thousand dollars 
to aid in the payment of the high school tuition of non-resident 
pupils, and four hundred fifty thousand dollars to support and 
encourage township and borough high schools: High schools in 
independent districts as well as joint high schools will hereafter 
receive a share of the appropriation in aid of township and borough 
high schools. 

<*> 



Under the last General Appropriation Act no district can partici- 
pate in this appropriation if its high school has an attendance of 
fewer than twelve pupils. Pupils who have not completed the stud- 
ies of tin- grammar school (usually known as the seventh and eighth 
grades) can not be counted as high school pupils. 

Pupils residing in a district which maintains no high school, can 
attend the nearest or mosl convenient township or borough high 
school at the expense of their district, and in order to lessen the 
burden of this expense and to strengthen the high schools already 
established, the legislature set apart the sum of one hundred 
thousand dollars to aid in paying the tuition of non-resident pupils. 
Judge Bouton recently gave an opinion that non-resident pupils 
applying for admission to a high school must be examined by the 
principal of that high school under the direction of the County 
Superintendent, and admitted by the vote of the Board of Directors 
in charge of said high school, their action being duly recorded on 
the minutes, otherwise the district in which] the pupil resides, is 
not liable for payment of tuition. Furthermore a township or 
borough is not liable for the tuition of its pupils who attend a city 
high school. It is hoped that this defect in the law may be 
remedied by future legislation. 

No high school can hereafter receive appropriation as a high 
school of the iirst grade unless it has at least three teachers who 
devote their entire time to high school work during a period of nine 
months, and no high school can receive appropriation as a high 
school of the second grade unless it has two teachers who devote 
their entire time to high school work during a period of eight 
months. 

The law governing the qualifications of teachers has not been 
changed. The Act of 1895 says that the directors of every district 
receiving aid for its high school "shall* employ at least one teacher 
legally certified to teach bookkeeping, civics, general history, 
algebra, trigonometry, including plane surveying, rhetoric, English 
literature. Latin, including Caesar. Virgil and Cicero, and the 
elements Of physics, chemistry, including chemistry of soils, botany. 
geology, and zoology, including entomology, and no teacher shall be 
employed to teach any branch or branches of learning other than 
those enumerated in his or her certificate." Entomology is included 
under zoology and need not be specially enumerated in the certifi- 
cate. The same is true of the chemistry of soils which is included 
under the general subject of chemistry. 

The possession of a normal school or college certificate does not 
prove that the holder has the qualifications enumerated in the Act 
of L895. Directors should compare the applicant's certificate with 
the enumeration of branches required by law. The County Superin- 



tendent can issue a provisional certificate for branches not named 
on the normal or college certificate, but this should be done only on 
the basis of an examination and should not degenerate into a mere 
device to obey the letter of the law while violating its spirit and 
manifest intention. 

The classification of high schools is based upon the work actually 
accomplished and not upon the printed course of study. In cases 
of doubt the high school inspector may visit a high school several 
times to ascertain the facts. It is the law in some states and the 
custom in all to classify high schools on the basis of the shortest 
course from which they graduate pupils. This is necessary to com- 
ply with the requirements of Entrance Examination Boards which 
give credit for work indicated by high school certificates or diplomas. 

An amendment to the medical act raises the standard of pre- 
liminary education to a four year high school course or its equivalent. 
Whilst for a large proportion of the pupils the high school is a finish- 
ing school, it should so far as possible aim also to be a fitting school 
for those who wish to enter a professional school, or a technical 
school, or a college. 

- On the other hand the high school should not aim to do the work 
which properly belongs to the normal school. The last legislature 
appropriated a total of $747,000 to pay at normal schools and city 
training schools the tuition of persons preparing to teach, and it 
should not be expected that township and borough high schools 
duplicate the work of these professional schools. 

Reviews of the common branches designed to prepare for teachers' 
examinations or for advanced classes in the normal school, should 
not be considered the legitimate function of township and borough 
schools, because such reviews interfere with the instruction needed 
by that great majority of pupils for whom the high school must be 
the finishing school. 



G 

MINIMUM REQUIREMENTS FOB ADMISSION TO 
HIGH SCHOOL. 

ENGLISH. 

GRAMMAR. 

I. Pupils should have well defined notions about each of the 
following: Language, inflection, conjugation, declension, 
comparison, gender, person, case, number and voice. 

II. Knowledge of the pronouns and ability to use them. 

III. Knowledge of the .sentence: — (1) Subject, (2) predicate, (3) 

classification according to use, (declarative, imperative, 
interrogatory and exclamatory, (4) according to form 
(simple, complex and compound), (5) ability to recognize 
and write each correctly. 

IV. Clauses: Ability to discriminate between independent and 

dependeni clauses. Drill in analysis of easy sentences. 
Y. Sufficient acquaintance with parts of speech to be able to 
recognize the use of the words in the sentence remem- 
bering that the use determines the part of speech to which 
it belongs. 

VI. Drill on verbs according to use: — transitive, intransitive and 
copulative: according to form: — regular and irregular: 
and conjugation of same in all the tense forms. Drill in 
the use of the infinitive and participle. 
VII. Knowledge of syntax. 

VIII. Ability to compose letters of good form: — (a) friendship, (b) 
invitations, acceptance and regrets, (c) business forms, 
(d) application for a position. 

IX. Practice in writing to train pupils to express clearly and 
connectedly what they have gained by experience, or whal 
they have learned by reading. 
X. Knowledge of the paragraph (only as divisions on the page), 
quotation marks, punctuation marks, use of capitals, and 
reproduction. A study of a few model compositions for 
forms of expression and outline. 

XI. Ability to spell correctly all the words in common use. 
Pupils should early form the habit of consulting the 
dictionary. Their vocabularies may be strengthened and 
increased by daily study of new words. These words 
should be used in original sentences. They may be taken 
from literature read, or other sources. The work in 
English will be much improved by such study. 
NIT. Picture study may be used as a valuable aid in elementary 
English. Copies of the great masterpieces are easily 
obtained, and have not only a value as material for com- 
position work, but are more important for their aesthetic 
influence. 



SELECTIONS SUITABLE FOR MEMORY WORK IN GRADES 

VI, VII AND VIII. 

Lincoln. — Address at Gettysburg. 

Longfellow.— Psalm of Life, The Builders, The Ship of State, The 
Arrow and the Song, Excelsior. 

Tennyson.— Charge of the Light Brigade, The Brook, The Bugle 
Song. 

Bryant. — To a Waterfowl, Thanatopsis. 

Whittier.— The Barefoot Boy. 

Finch. — The Blue and the Gray. 

Holmes.— The Chambered Nautilus, Old Ironsides. 

Leigh Hunt. — Abou Ben Adhem. 

Sam. Foss. — House by the Side of the Road. 

Read. — Sheridan's Ride, Drifting. 

Drake. — The American Flag. 

Wordsworth.— The Daffodills. 

Howe. — Battle Hymn of the Republic. 

Shelley. — To a Skylark. 



BOOKS FOR READING AND STUDY IN GRADES 
VI, VII AND VIII. 

Longfellow. — Hiawatha, Courtship of Miles Standish. 

Irving. — Legend of Sleepy HoIIoav, Rip Van Winkle. 

Browning — Pied Piper of Hameliu. 

Dicken's Christmas Carol. 

Hawthorne. — Tanglewood Tales. 

Whittier. — Snowbound. 

Ruskin. — King of the Golden River. 

Stowe. — Uncle Tom's Cabin. 

Cooper. — Leatherstocking Tales. 

Carroll. — Alice in Wonderland. 

Defoe. — Robinson Crusoe. 

Arnold. — Sohrab and Rustum. 

Perry. — Odyssey. 

Kipling. — Captain Courageous. 

Lamb. — Adventures of Ulysses. 

Chapin. — Story of the Rhinegold. 

Pyle. — Story of King Arthur and his Knights. 

Wiggin. — The Birds' Christmas Carol. 

Page. — Santa Claus' Partner. 

Scott. — Talisman. 



Familiarity with a large number of the preceding books aud 
poems is an essential part of any liberal education in the elementary 
school. To store the mind with the exad words of the authors who 
have given us their l>< st thought in beautiful form is far better than 
to commit useless mathematical formulas or technical definitions in 
any subject. 

Several el' i lie select ions to lie memorized should be chosen in 
each of the last three years id" the course. A specific and somewhat 
accurate knowledge* of three or four classics and a familiarity with 
eighl or ten others, will give a broad foundation for High School 
English. 



ARITHMETIC. 



In this study pupils should be accurate aud have acquired con- 
siderable speed in the use of: — 

(a) The four fundamentals. 

(b) Simple fractions: Addition, subtraction, multiplication and 

division. 

(c) Decimals: Writing, reading, addition, subtraction, multiplica- 

tion and division. 

(d) Denominate numbers: — 

1. Tables in use: 

U. S. Money. 
Avordupois Weight. 
Dry Measure. 
Liquid Measure. 
Square Measure. 
Linear Measure. 
Cubic Measure. 
Time Measure. 

2. Reduction. Simple cases of ascending and descending. 

3. Practical measurements. 

4. Standard time (with geography). 

(e) Principles of percentage with practical questions in profit 
and loss, insurance, taxes, commercial discounts, commission and 
brokerage, and simple interest lone method only), omitting questions 
in which time ami principal are to be found. 

(f) Negotiable paper and other business forms, as making out 
bills and keeping accounts (not formal bookkeeping). 

(g) Ratio and simple proportion. 

(h) Square root of small numbers, including integers, fractions, 
and decimals. 

li) Mensuration of surfaces. 



9 

GEOGRAPHY. 

Pupils should be thoroughly informed about North America in 
the following: — 

1. Latitude and longitude. Seasons. Zones. 

2. Countries, United States, Canada, Mexico, Central America 

and Panama. 

3. Physical features. Mountain systems, river systems, water 

sheds, lakes, peninsulas, gulfs and bays, straits and islands. 

4. Climate. Influence of elevation, removal of forests, nearness 
to the sea, prevailing winds, ocean currents, weather reports. 

5. The United States with fuller detail. 

1. Groups of States: — 

(a) North Atlantic. 

(b) South Atlantic. 

(c) South Central. 

(d) North Central. 

(e) Western States. 

2. (a) Location of States in each group with reference to 

the United States as a whole and the other coun- 
tries of North America. Surface, climate, import- 
ant rivers. Map drawing from memory. 

(b) Resources. Soil, forests, mineral and oil deposits, 

fisheries. 

(c) Industries and products. Agriculture, grazing, lum- 

bering, mining, fishing, leading manufacturing, 
mechanical, professional and commercial pursuits. 

3. Interstate travel and transportation. Trunk railroads. 

Steamship by lakes, by ocean. River navigation. 
Artificial irrigation. Immigration. 

4. Cities. — Location of one or two important cities in each 

of the leading States of the Union. Pupils should 
know from 50 to 100 important cities of North 
America. 

5. Dependencies. Names, location, climate, important 

cities, people, industries and products. Advant- 
ages to the United States. 

6. Pennsylvania should receive fuller treatment ; — physical 
features, products, industries, people of the different sec- 
tions of the State, areas in which farming, mining, oil, coal, 
soft and anthracite, predominates, relative position of 



10 

counties, educational institutions, places of historical in- 
terest, noted statesmen, scholars and poets, and chief 
centers of population. 

7. South America and Europe should be studied in a manner 

similar Jo that of North America with less detail, giving 
considerable attention to relative position and comparative 
size of countries, physical features, commercial and manu- 
facturing centers, chief industries, natural resources, trade 
rentes, important cities and rank of countries in civilization. 

8. Asia, Africa, Australia and island groups should receive one 

full treatment. The success of this work will depend on 
how well the pupils have grasped the salient points and how r 
thoroughly the details have been centered about these 
points. 



PHYSIOLOGY. 



The essentials in physiology may be grouped under the following 
topics: — 

1. The Skeleton. 

The use of bones, of cartilage, adaptation of bones to their 
use. Why most bones are hollow. Why skeleton is 
composed of many bones. Ligaments, tendons, ver- 
tebrae, joints. How bones of children differ from those 
of adults. How broken bones heal; why they must be 
set; use of splints. Composition of bones. 

2. Muscles. 

Kinds and uses. Contraction the chief characteristic. 
How controlled. Voluntary and involuntary. Tendons 
and their use. Results if tendons were elastic. Exer- 
cise a developer of muscle. Alcohol and fatty degenera- 
tion of the muscles. Effects of alcohol and tobacco 
on the heart. 

3. The Skin. 

Structure and layers. Use. Perspiration. Sensible. In- 
sensible. Quality. Pores. Hair. Nails. Use. 
Bathing. Time, frequency, necessity. 
I teire of hair and nails. 
' hardiness. 



11 

4. Food. 

Need of food and drink. Why the body is warm. Tem- 
perature of body. Effect of starvation on the muscles. 
Fat as a reserve. What foods must contain. Advan- 
tages of variety. Use of cooking. Assimilation. Effects 
of over-eating, of working immediately after eating, of 
retiring after eating heartily. Time required for diges- 
tion. Alcohol as a food. 

5. Digestion. 

Mouth, teeth, tongue, salivary glands, gullet, stomach, gas- 
tric glands, intestines, liver and pancreas and their func- 
tions. Objects of digestion. Use of the various diges- 
tive juices. Chyme and chyle. Lacteals and other 
absorbents. Appetite. Care of teeth. Diseases of 
digestive organs. Time to eat. Quantity of food neces- 
sary. Digestion influenced by severe physical or mental 
strain. Alcohol and tobacco in relation to digestion. 

6. Circulation. 

Need of blood and its composition. Coagulation. Organs 
of circulation. Arterial and venous blood. Pulse. 
How heart rests. Valves. Why no valves in arteries, 
no pulse in veins. How to stop bleeding of arteries. 
Effect of alcohol on circulation. Blood, heat of body. 

7. Respiration. 

Organs. Object of breathing. Respiratory movements, 
removal of air in lungs. Amount breathed daily. 
Diaphragm. Changes in air and blood in lungs. Venti- 
lation and its necessity. Effect of tight clothes. In- 
fluence of tobacco and cigarettes in youth. Alcohol on 
breath. Simple experiments with candle to show use 
of oxygen. 

8. Nervous system. 

Nerve centres and nerve fibres. Compare with electric 
circuit. Brain and spinal cord. Cranial and spinal 
nerves. Pairs of sensory and motor nerves. Sympa- 
thetic nervous system. Use of pain. Reflex action. 
How repetition forms habit. Safe way to avoid bad 
habits. Effects of alcohol on nerves, brain and will 
power. 

9. Special senses. 

Organs of each. How image is formed on retina. Short 
sight and long sight. How corrected by lenses. Care 
of eyes and ears. Where touch is most sensitive. Use 
of taste. 



12 

10. Voice and Speech. 

Organs and functions. Vocal cords. How voice is pro- 
duced. Pilch and modulation. Speech. Effect of 
alcohol upon speech and upon these organs. 



HISTORY 



Pupils should he familiar with the following topics in American 
History. 

1. Causes leading up to the discoveries in the new world. 

2. The discoveries made by the different European countries 
with geography. 

3. The Colonial period with special reference to the early 
history of Virginia, New York, Massachusetts and Pennsylvania. 
Also causes of emigration, character of settlers, geographical situa- 
tion of each colony, with climate and physical features, and a study 
of a dozen or more persons who took a prominent part in the settle- 
ments. 

4. Indian troubles. 

5. The French explorations and their attempt to control the 
Ohio River. 

6. The French and Indian War. The effects of the war. 

7. Memorizing twelve dates with the events they represent 
between 1007 and 1703, the end of the French and Indian War. 

8. The Revolutionary Period. Causes of the Revolution (a) 
general, (b) as enumerated in the Declaration of Independence. 
A half dozen statesmen of this period. Several chief events. 
Results of the war. 

9. The critical period of 17S3-1789. Commercial disputes, 
boundary conflicts, western territory. Ordinance of 1787. Constitu- 
tion adopted. Articles of Confederation. 

10. Explorations and acquisition of territory. The Louisiana 
Purchase. Lewis and Clark. Industries. 

11. War of 1812. Causes, results, commercial independence 

12. Perhaps a dozen dates and events should be committed to 
memory, 1765-1815. 

13. 1815-1860. National growth. North West territory. Acqui- 
sition of Florida. Admission of Texas. Mexican War. Acquisi- 
tion of California. Great inventions. Tariff and revenue explained. 
The slavery question. Missouri Compromise; Compromise of 1850; 
Kansas and Nebraska Bill; John Brown; election of Lincoln. 

14. L860-1870. Civil War and reconstruction; Secession; On to 
Richmond; ('oast blockade; Appomattox; Constitutional Amend- 
ments. Purchase of Alaska; Alabama claim. 



13 

15. 1870-1909. Industrial growth. Immigration. Spanish- 
American War. Peace Movement; Panama Canal. Reciprocity. 
About twelve dates with events between 1819 and 1909. Roosevelt 
and the Treaty of Portsmouth. 

At least two years of nine months each should be required to do 
this work. Grades 6 and 7 or 7 and 8 should be used. 



DRAWING. 



As a form of expression, the importance of drawing cannot be 
over-looked. Its value in life and in many of the studies in higher 
institutions, as well as in the high school, makes it imperative that 
pupils in the elementary schools should receive as much training in 
this art as their teachers can give. Neighboring districts may 
unite in securing the services of a specialist in order that this work 
may be done most effectively. 



VOCAL MUSIC. 



Every pupil in the public schools should know the rudiments of 
music, and be able to read songs at sight. Many choice songs 
including our national hymns should be committed. 



WRITING. 



Pupils should be able to write legibly some good system of 
writing. Habits are formed in the grades that will aid or hinder 
the work of the high school. Ordinary rules regarding the form of 
a manuscript and for punctuation and capitalization should be 
mastered before entering the high school. 



14 



OUTLINES OF HIGH SCHOOL STUDIES. 

ENGLISH. 

The general aim oi' English in the high schools is to give pupils 
first an acquaintance with, and appreciation of, the best literature, 
ami secondly a training- in expression of their own ideas in speech 
and writing. 

By common consent English claims first place in both the 
elementary and the high school curriculum. The Committee of Ten 
is of the opinion that the study of English should be pursued in the 
high school for live hours a week during the course of four years. 
It recommends the assignment of three hours a week for four years 
to the study of literature and the assignment of two hours a week 
for the first two years, and one hour a week for the last two years 
to training in composition. By the study of literature is meant 
the study of the works of good authors, not the study of a manual 
of literary history. 

First Year. 

The reading during this year should be for pleasure and apprecia- 
tion. Let it be rapid. Pupils like things to happen. Too much 
detail in analysis, study of words, and rhetorical features, becomes 
too tedious ;md destroys interest. A I lent ion should lie given to the 
main points, such as the plot, the background, the characters and 
the personality of the author. Pupils should read aloud both at 
school and at home. It is a good plan for the teacher to read to the 
pupils. This kind of reading gives a basis for class discussion. 
Pupils should be held responsible for the salient points, together 
with such details as are necessary to connect the story. Pupils 
should be required to tell what is beautiful, what is forceful. 
Elegant passages may be committed to memory. These should be 
reviewed frequently. 

In the reading of the first year, group the American authors 
studied, with other important writers, according to periods; Colonial. 
Revolutionary, National, or Geographically; Anti-Slavery group, 
New York writers. Cambridge poets and Southern writers. No 
l«\l book is necessary for this instruction. Something of the 
author, his earh life, education, lime in which lie wrote and rank 
as an author, should be made a pari of the study of a classic. 



15 



For composition and rhetoric in the first year the following out- 
line is suggested: 



G. 



The sentence with special attention 
to structure, placing of modifiers for 
clearness and emphasis, and careful 
use of connectives. 



1. Subjects: general 
limited. 



I. 



II. 



Single. 

Complex. 

Compound. 



a. Loose. 

b. Periodic 



2. Composition. 



2. The Paragraph, the unit of discourse. 

3. Parts of: (1) Introduction, (2) discus- 
sion, (3) conclusion, with careful 
attention to transition from part 
to part. 

Kinds of writing and order in which they are to be taught. 
(1) Narration, (2) description, (3) exposition as suggested 
in (f) under 6. 

Diction, value of specific words, synonyms, etc. 

Figures of speech. 

Material for oral and written work, 
a. Topics read (1) by pupil (2) by teacher. 

b. Topics within the experience of the pupils. 

c. Letters of all kinds. 

d. Pictures, accidents and incidents. 

e. Reviews or reports of books and articles. 

f. Explanation of games (how to play them, exposition). 
Report of games (narration and description) 



Second Year. 

The reading in this year should be done in a manner similar to 
that of the first, with fuller detail and more discussion, including 
some study of the author, period in which he lived, and a grouping of 
authors into important periods. In this year pupils should be made 
familiar with our best periodical literature, such as Harper's, Scrib- 
tier'g, Century, Atlantic Monthly, and magazines or reviews of like 
grade and worth. 

The composition work of each succeeding year should enlarge 
upon the principles of writing. The paragraph, the unit of dis- 
course, should receive fuller treatment than in the preceding grade. 
All forms of composition should be practiced, — narration, descrip- 



16 

i inn. exposition and argument. This will give pupils an opportunity 
in find l hemselves. In I his year greater accuracy and force in expres- 
sion is urged. (Jive opportunities for reports of adventures, 
accidents and attendance a1 games. Require written opinions of 
books and articles. Have them briefly and frankly told, 



Third and Fourth Years. 

During the lasl two years in reading the masterpieces, the work 
should be more critical. Together with the plot, the style of the 
author and historical setting, give the pupils an intelligent interest 
in some of the literary types, such as the romantic novel, tragedy 
and eomedVj narrative poetry, didactic poetry, epic and lyric 
verse. (live attention to geographical, historical, Biblical, literary, 
and mythological allusions. All these are necessary to a proper 
interpretation of literary works. Give careful study to the lives of 
authors, periods in which they lived and wrote, what motive 
prompted them to write, and influence of each. Also, study the 
important periods in English literature with a view of getting the 
relation of the same to the historical movement in civilization. 

The composition work of the third and fourth years should include 
practice in all forms of writing of the hist and second years. The 
subjects should be selected from many sources, such as class trad- 
ings, summaries of debates, character sketches, critical opinions of 
books, and some encouragement might be given to writing verse. 

During the last year the important parts of Rhetoric may be 
studied in greater detail and those omitted in the first year taken 
up. At h-ast one composition a week should be required. These 
should show completeness of form, unity, good diction, coherence, 
strength and clearness. The criticism, however, must not discourage 
free expression. 



BEADING AND STUDY. 

FIRST YEAR. 

Irving. — Sketch Book. 

Longfellow. — Evangeline. 

Eawthome. Twice Told Tales. The Cray Champion. 

Cooper. — The Last of the Mohicans. 

Franklin. — Autobiography. 

Bryant. — Thanatopsis. 

Whittier.— Snow Bound. 



17 

If any of the above have been read in the grades, the following 
may be substituted: 
Irving. — Tales of a Traveler. 
Scott. — lvauhoe. 
Tennyson. — The Brook. 
Lanier. — The Brook. 
Dickens. — Tale of Two Cities. 
Palmer. — Odyssey. 
Shakespeare. — As You Like It. 

Second Year. 

Lowell. — Vision of Sir Launfal. 

Coleridge. — Ancient Mariner. 

Lamb. — Essays of Elia. 

Eliot.— Silas Marner. 

Poe.— Gold Bug. 

Shakespeare. — Merchant of Venice. 

or 
Gaskell. — Cranford. 
Stevenson. — Inland Voyage. 

Third Year. 

Tennyson. — Idylls of the King — Lancelot and Elaine 

The Coming of Arthur 
Passing of Arthur 
Holy Grail. 

Shakespeare. — Julius Caesar. 

Addison & Steele. — Sir Roger de Coverly Papers. 

Macaulay. — Life of Johnson. 

Webster. — Reply to Hayne. 

( Jhaucer. — Prologue. 

Carlyle. — Essay on Burns. 

Irving. — Life of Goldsmith. 

Fourth Year. 

Burke. — Speech on Conciliation. 

Browning. — How They Brought the Good News. 

Evelyn Hope. 

Herve Kiel. 
Emerson. — Essays on Compensation, Self Reliance. 
Milton. — L' Allegro, II Pensoroso, and Comas. 
Shakespeare. — Macbeth. 

Note. It is urged that other books besides the ones suggested 
be read. 
2 



18 

Selections Suitable for Memory Work. 

Bryant. — Thanatopsis. 

Longfellow. — Psalm of Life. 

Bolmes.—The Last Leaf. 

Emerson.— Concord Hymn. Each and All. 

Lowell. — Commemoration Ode. 

Lincoln. -Gettysburg Speech. 

Kipling. — Recessional. 

Parts of — Merchant of Venice. 

Ancient Mariner. 

L' Allegro. 

II Pensoroso and other gems of thought. 

Books every teacher of English should have. 

1. Report of Committee of Ten. 

2. Chubb. Teaching of English in the elementary and second- 

ary schools. 
:j. Carpenter. Baker & Scott. Teaching of English. 

4. Heydrick — How to Study Literature. 

5. McMurry — Special Method in the Reading of English 

( 'lassies. — Macmillan. 
G. Monographs on English. — D. C. Heath & Co. 



MATHEMATICS. 



The importance of a mathematical course throughout the second- 
ary school is unquestioned. Its tine training in accurate thinking, 
its Inexorable demand for exact results, and its attack of difficulties 
that must disappear before the resources of the earnest pupil, render 
the study of mathematics most valuable. 

•The teacher must avoid making the work merely formal or me- 
chanical. The subjects may be made concrete and real by bringing 
them close to the life and interests of the pupil. New ideas must be 
presented clearly and definitely. The distinction between what is 
known and what is unknown, what is given and what is to be found, 
is fundamental. 

The recitation should be so conducted thai a maximum of work 
is accomplished by every pupil. Tedious explanations of what is 
already understood by the class, are worse than useless. 

Power to think rather than the ability to memorize, is the ^reat 
goal of the course. 



19 
FIRST YEAR ALGEBRA. 

In Ilic last year of the grammar school, some algebra may be 
introduced in connection with arithmetic. Thus pupils become 
familiar with algebraic terms and language. The practice of the 
host schools agrees with the recommendation of the Committee of 
Ten, that the study of formal algebra should begin when the pupils 
are 14 years of age, in the first high school year. 

The work of this first year (of 9 months) should include: — 

1. Definitions and notation. 

2. Fundamental operations. 

3. Simple equations not involving algebraic fractions, with 

many problems. 

4. Factoring. 

5. H. G. I). and L. 0. M. (factoring, method). 

6. Fractions including ratio and simple proportion. 

7. Simple equations in one, two. and three quantities, with 

attention to graphs of equations in two quantities. 

8. Involution and evolution with positive integral exponents. 



SECOND YEAR ALGEBRA. 

1. Review of the essentials in preceding year's work. 

2. Simultaneous equations. 

3. Square root; cube root: radicals; imnginaries. 

4. Quadratic equations. 

5. Radical equations. 

G. Theory of exponents. 

7. Binomial theorem. 

8. Practical problems. 

Notes. Frequent reviews are essential. In teaching equations 
in first year do not emphasize "transposition" and "clearing of frac- 
tions" but let the appeal be to fundamental processes. In simul- 
taneous equations, the "addition-subtract ion" method of elimination 
should prevail, though the others should be understood. In quad- 
ratics, teach thoroughly one method of completing the square. In 
many problems the best one is that which calls for dividing by the 
coefficient of x 2 . Also teach the methods of solution by factoring, 
and by use of the formula. This course omits series, progressions, 
and logarithms. It may lie possible for the long term schools to 
complete this work in a year and a half but the 7 and 8 month term 
schools should attempt nothing more i" mathematics in the first 
two years. 



20 
THIRD YEAR PLANE GEOMETRY. 

This subjecl may be completed in nine months. Time may be 
gained by going very slowly in the hist book. If time permits all 
the original exercises of the first book and selections from the others 
should accompany the work. Accurate construction work both at 
the board and on paper should be required. Written demonstra- 
tions at the board are of very doubtful value. Figures are all that 
are necessary at the board. Insist upon accurate expressions in 
all demonstrations. Great care must be taken to avoid making the 
study of Geometry a memory exercise. 

FOURTH YEAR, SOLID GEOMETRY AND PLANE TRIGO- 
NOMETRY OR MENSURATION. 

For the study of solid Geometry, the pupil should construct the 
models from card board. Great emphasis should be laid upon its 
practical features, and if a special course in Mensuration does not 
follow it. then many numerical problems should be given. 

The subject may be completed in five months and if the school 
contains many boys, or if it prepares many students for college, 
then Plane Trigonometry may follow for the remainder of the year. 
In this subject there is motive for the study of logarithms and they 
should be given when needed. If there is no call for Trigonometry 
then Mensuration and some other arithmetical subjects may be 
studied to complete the year. 

MATHEMATICAL BOOKS FOR TEACHERS. 

Ball. — Short History of Mathematics. Macmillan Co. 
Smith. — The Teaching of Elementary Mathematics. Macmil- 
lan Co. 
Clifford. — Common Sense of the Exact Sciences. Appleton. 
Langley. — Computations. Longmans. 
Chrystal. — Algebra 2 vols. Macmillan Co. 
McMurry. Special Method in Arithmetic. Macmillan Co. 
School Science and Mathematics. Monthlv. 



DRAWING. 



Drawing is considered by many prominent educators to be one of 
the most valuable subjects taught. There is no doubt in the coming 
years drawing will receive greater attention in the public schools. 



21 

The fact that so few elementary schools teach this study, makes it 
difficult to accomplish much in high schools with a two years' course. 
The work, however, should be started and carried on through the 
entire course whatever its length may be. 

The work at first will require instruction in the use and handling 
of materials, such as, pencil, crayon, brush, dividers, ruler, paper 
and T square. The scope of the work for a four years' course should 
comprise studies in nature, such as, simple landscapes, leaves, trees 
and flowers; in constructive drawings, of boxes, book cases, book 
racks, and wall cabinets; in free-hand drawings of many objects 
with large expression to develop perspective; considerable practice 
in lettering, and mechanical drawings of parts of machines, such as 
levers, cams, cranks, pulleys and wheels. Together with this train- 
ing pupils should receive instruction in light and shade, principles 
of perspective and arrangement, composition, color design, sym- 
metry, unity, contrast, strength, proportion, balance, harmony and 
repose. 

BOOKS ON MECHANICAL DRAWING AND ART. 

Cross' Light and Shade. Ginn & Co. 

Mechanical Drawing. Ginn & Co. 
Miller's Essentials of Perspective. >Scribner. 
Hoyt's World's Painters and their Pictures. Ginn & Co. 
Emery's How to Enjoy Pictures: with a chapter on Pictures in the 
school room. Prang Educational Co. 
Redgrave's Manual of Design. Scribner. 

VanDyke's How to Judge a Picture. Easton & Mains, N. Y. 
Parkhurst's Sketching from Nature. Orange, N. J. 



HISTORY. 



The educative value of historical study properly gives it a place 
among the subjects to be taught in the high school. In Professor 
Home's Philosophy of Education we read, "The human mind is 
trained to judge through the interpretation of the facts of history, 
supported by the memory and questioned by the imagination. It 
has a practical value in fitting youth for citizenship in a self-govern- 
ing country. The practical element in the social environment is a 
great moral teacher of the pupil." 

Perhaps the most generally accepted order in which to teach the 
different fields of history is that suggested by the Committee of 
Seven; Ancient, Mediaeval and Modern. English, and American. 



22 

This is the logical order since ii begins with the past and leads step 
lt\ step to the present. Because of the simple forms of governmenl 
and primitive life of the ancient peoples, it seems to be the natural 
order ie present to i he mind during the lirsi year < . t<he higlh school, 
while the complex institutional life <d' England and the intricate 
problems of America should be retained for the las! years of the 
course Success in teaching history will in a large measure, depend 
on a careful selection of history material. This makes it necessary 
io eliminate much thai is found in our texl books. Teachers imisi be 
willing to omit entirely or heat briefly, long accounts of wars. 
details of many bailies, reports of dynasties, and unimportant facts 
of history. Attention should be given to the selection; arrangement 
and organization of the material. 

The Committee of Seven recommends that history should be 
taught through the entire course, for three periods a week. It is 
especially to be noted that each field of history should be studied 
through I he entile year. Time is an important factor, in tracing 
relations, fixing facts in the memory, and covering the amount of 
reading necessary for proper historical study. In regard to method 
it seems entirely proper to make a suggestion. A suitable text 
book on history should be used as a guide rather than as a source of 
all the informal ion. The method should he in the main topical. 
Large topics or questions should be selected and these supported by 
significant detail. This will give a chance for wide reading, class 
discussion, comparison, grouping, assimilation and fixing important 
relations. Herein lies (he chief value of teaching history. Proceed 
from cause to effect. Interpret the past in terms of the present. 
Correlate geography with (he events and facts of history. The in- 
fluence of physical features, such as rivers, coast waters and moun- 
tains, on the habits, warfare, and mode of living, should be made a 
large part of the histoid al work. Students should keep note 
books. These should contain the records of discussion in class, out- 
lines for readings and additional facts gamed from the teacher 
and from collateral reading. 

< ileal care should be exercised in taking notes as this sort of 
work well done will be of greal value to the student in flu 1 future. 
Teachers are urged to keep in (dose touch with notebook work. 
Much written work at the blackboard, is of doubtful value. Fre- 
quently, a period of history is illuminated through the reading of 
an historical novel. 

The Committee of Ten recommends an intensive study of a brief 
period in history. This suggests a good method for the study 
of American history in the fourth year. Too frequently the history 
of the United States consists of a general review of the same text 
and by the same methods employed in the elementary grades. The 



23 

subject matter should be presented from a new point of view, large 
topics intensely studied, full of detail, and calling forth much read 
iug, and discussion. The practice in many of our high schools of re- 
viewing the history of the United States in two months for the 
sake of passing a teacher's examination is to be deplored. This 
is nothing more than a cram which is very injurious to the mind. 
It is not absorption but assimilation that is educative. 

To teach history properly requires an adequate equipment. Pu- 
pils should have access to more than one textbook. Every high 
school should provide a number of well-selected reference books on 
history, covering allthe different fields, a good atlas, encyclopedia, 
maps, and source material. 

Every teacher should be interested in the purchase of reference 
books for teachers. Such books contain the best that has been 
said on the subject, and furnish a guide along proper lines of teach- 
ing and study. 
Books for teachers: 

Bourse, Teaching of History and Civics, Longmans. 

Report of the Committee of Seven, Macmillan. 

Report of Committee of Ten, American Book Co. 



HISTORY OUTLINES. 

(Reprinted, by permission, from the Teachers' College Record for 
March, 1906.) 

First Year. 

A. ORIENTAL HISTORY. 

I. Egyptians. 
II. Assyrians. 
III. Hebrews. 
IV. Phoenicians. 
V. Persians. 

Brief study of political, social and economic conditions, art, archi- 
tecture and the work of archaeologists. 

B. GRECIAN HISTORY. 

I. Land. Drill upon geographical work, the spelling and the 

pronunciation of ancient names. 
II. The People. Origin, character, typical organization, and in- 
stitutions. 



24 

III. The rise of the Greek cities and the development of Greek 

political freedom. Colonization, sports, Athens, the defense 
of Greek freedom as seen in the Persian wars, the period 
nt A t Denial greatness. 

IV. The decline of Greek freedom as shown l>.\ the conflict for 

leadership. Sparta, Thebes, Macedon. 
V. The Graico-Oriental world. The mingling of East and Wes1 
under Alexander the Great. 



0. ROMAN HISTORY. 

I. The land. Study of physical conditions and their relations to 
the development of the peoples inhabiting Italy. Compari- 
son with geography of Greece. 
II. Conditions existing in Rome at the beginning of the historical 
period. 

(1) Extent of territory under Roman control. 

(2) Organizations as developed in the Regal period. 

(3) Decline of kingship and development of Republican forms. 
III. Rome as a Republic. 

(1) Internal conflict. Steps in the struggle for the extension of 

class privileges. 

(2) Expansion of Rome. 

(a) The unification of Italy. 

(b) The winning of the Mediterranean. 

(3) The organization of conquered territory under Roman rule. 

(4) Civil strife. 

(a) New class difficulties. 

(b) Attempts at peaceful reforms. 

(c) Development of military monarchy. 

IV. The Roman Empire. A topical survey of the institution of 
the Empire, the development of absolutism, the reorganiza- 
tion of the Empire under Diocletian and the adoption of 
Christianity under Constantine. The economic and social 
conditions of the Empire. Intellectual and architectural 
remains. 

Second Year. 

Mediaeval History. 

A. TRANSITION. 

I. The Teutonic Barbarians.. 

II. The Empire before the Barbarian invasion. Rapid re- 
view of development of the Roman Empire, relation to 
new forces without and within. 



25 

III. The Christians. The new force within the Empire des- 

tined to absorb and control it. 

IV. The church. Its organization and political importance. 
V. Monasticisni. As a criticism of the worldliness of the 

church organization necessary to satisfy the demand 

for better opportunity to cultivate the ascetic ideal. 
VI. The Era of Justinian. A period of reconstruction. 
VII. The Byzantine Empire. The decline and fall of the 

Easetern Empire. The encrachments of the Saracens. 
VIII. The Rise of Islam. The force which made Christendom 

conscious of its limitations and aided in bringing about 

the complete fusion of Roman and Teuton. The Med 

iaeval type. 
IX. The Rise of the Franks. The power that checked Islam 

in the West. 

X. The Holy Roman Empire under Charlemagne the old 

Roman Empire, the Christian church, and the Teutonic 
Barbarian completely fused, the Mediaeval type closely 
established. 

B. MEDIAEVAL EUROPE. 

XI. Feudalism. The form of organization which of neces- 

sity arose to control political, social, military, and 
economic conditions in an age of confusion. 
XII. France. Development through its struggle with feudal- 
ism, the formation of national unity. 

XIII. Germany. The way in which feudalism and the Italian 

complications effected the development of monarchy 
in Germany. 

XIV. Conflict between Empire ami Papacy. The relation of 

emperors to popes and popes to emperors. 

XV. The Mediaeval church at the height of its temporal 

power. The unifying force of the Middle Ages, its or- 
ganization, doctrine, extent of its control. 
XVI. The Crusades. As illustrative of the Mediaeval spirit, 

importance from economic standpoint. 
XVII. Mediaeval learning. Review of intellectual conditions 
from Augustan Age to the Renaissance. 
XVIII. The Hundred Years' War. Its influence upon the develop- 
ment of the English and French monarchies. 
XIX. The Italian cities and the Renaissance. Wealthy, in- 
dependent cities as centers of progress in art and 
letters. 
XX. Rise of the Hapsburgs and the ascendancy of Spain. 
The stronghold of Catholic faith and papal support. 



26 



XXI. The Protestant revolt in Germany. As a revolt against 
authority. 
XXII. The Catholic Reformation and the Rise of the Dutch Re- 
public. The determination for religious freedom leads 
to political independence. 
XXIII. The Thirty Years' War. The last great conflict caused by 
difference between Catholics and Protestants. The 
growing prevalence of political rather than religious 
motives. 

C. MODERN EUROPE. 

XX IV. The ascendancy of France under Louis XIV. France as 
a type of Absolutism. 
XXV. Rise of Russia and Prussia. Organization and consoli- 
dation of Eastern Europe. 
XXVI. The French Revolution; the end of the ''old order." 
XXVII. Europe and Napoleon; attempts to establish again the 

Empire under Napoleon. 
X. XVIII. The unification of Germany; unity through confederation 
under Prussian leadership. 



Third Year. 

ENGLISH HISTORY. 

I. Geography of Great Britain and Ireland. 
II. Infusion of social elements. To 1154. 

(1) Pre-Roman Britain. Records; degree of civilization attained; 

survivals. 

(2) Roman Britain. 43-410 A. D. Conquest; Romanizing of the 

province; decay of Roman Britain. 

(3) Teutonic Britain. To 1066. Conquest and settlement; intro- 

duction of Christianity and development of ecclesiastical 
unity; development of political unity prior to Alfred; first 
period of Danish conquests; Wessex and Alfred the Great; 
political unity in the 10th century; English civilization in 
the 10th century; second period of Danish conquest; resto- 
ration of the English. 

(4) Norman Britain — 1066-1154. The Norman conquest of Eng- 

land: means l»\ which William established his rule; effects of 
the conquest on language, architecture, feudalism, govern 
ment, the church; civil war. 



27 

III. Foundation of the nation, 1154-1210. Extension of the English 

possessions; reorganization of the government and the 
possession of the judicial system; conquest of Ireland; Eng 
land and the Crumdes; loss of the French possessions; con- 
flict with the church; Magna Carta; fusion of social ele- 
ments. 

IV. Formation of a united English people, 1216-1327. Struggle 

against arbitrary rule, Henry HI; constitutional growth un- 
der Edward I; conquest of Wales; attempted conquest of 
Scotland; struggle against arbitrary rule, and its constitu- 
tional results. Edward II; social and economic conditions of 
the 13th century. 
Y. A period of foreign war and internal strife, 1327-1485. The 
Hundred Years' War; the War of the Roses; growth of par 
liamentary rule; rise of the "New .Monarchy'*; social and eco- 
nomic change of the 14th and 15th centuries. 

VI. The Tudor despotism, L485-1603. The Tudor despotism estab- 

lished; the Protestant revolt; the Catholic reaction; the re- 
ligious settlement under Elizabeth; Protestant revolt in 
Scotland; Elizabeth and Mary Stuart; the Spanish war; dis- 
coveries and explorations; growth of English commerce; de- 
velopment of manufactures and the shifting of manufactur- 
ing centers, enclosures: pauperism; Ireland; literature; the 
"new learning;" the "Elizabethan Age." 

VII. Struggle against absolute monarchy, 1603-1688. Preparation 
for the conflict under James I and Charles I;the Civil War; 
the Commonwealth and Protectorate; the restoration; revo- 
lution of 1688; colonization. 

VIII Foundations of the British Empire, 1689-1815. The struggle 
for Empire — the Second Hundred Years' War; constitutional 
changes and the rise of the early party government; union 
with Scotland and Ireland; the Evangelical movement; In- 
dustrial Revolution; England and the French Revolution; 
literature. 
IX. A period of democracy and reform. 1815-1900. Social, po- 
litical, religious, economic reforms in England; Ireland and 
reform; growth of democracy; the eastern question; expan- 
sion of the British Empire and plans for imperial federa 
tion; party government perfected; the Boer War; literature. 

Fourth Year. 
*TJNITED STATES HISTORY. 
I: Formation of the nation, 1492-1763. 
(I) Geography of the United States. 
(II) Discovery. 

"■Outline abbreviated. 



28 

(III) Colonization of America. 

1. Colonization in the lt>th century. 

2. English colonization. 1607-1732. 

(1) Southern colonies. 

(2) New England colonies. 

(3) Middle colonies. 

(IV) Conflict between France and England for supremacy. 
1. 1689-1763; conditions leading to conflict. 

L'. The Intercolonial Wars and their results, 1689-1763. 

(V) Economic, social, and political condition of the English col- 
onies in 1760. 

II. A nation in the transit, 1763-1789. 

(I) Separation of the English colonies from the mother country. 

(II) Formation of the union. 
ill Critical period, 1783-1789. 

a. The Confederation. 

b. The Constitution. 

III. The development of nationality, 1789-1860. 
(I) Period of Federalist supremacy, 1789-1801. 

(II) Period of Republican supremacy, 1S01-1815. 

(III) Period of reorganization, 1815-1829. 

(IV) Democracy in the ascendancy, 1829-1845. 
(V) Slavery question uppermost, 1854-1860. 

1. Extension of territory; settlement of Oregon question; 

Mexican war. 

2. Extension of slavery. 

IV. The nation tested, 1860-1865. 

(I) Secession. Secession in the cotton states; policy of Buchan 
an; attempts at compromise; formation of Southern Con 
federacy; policy of Lincoln. 
(II) The Civil War, 1861-1865. Resources of contestants; at- 
titude of foreign powers; study of strategic points; mili- 
tary events; emancipation policy; cost of war; constitu- 
tion during the war. 

V. Expansion of the nation, 1865-1909. 

(I) Economic and political reconstruction of the South; condi- 
tion of the South at the close of the war; presidential and 
congressional reconstruction; the "New South," and the 
race problem, 
dli Some of the leading social and political problems since 1865. 

VI. A brief study of some of the more important facts of civil 

government. 



29 
CIVICS. 

Since many high schools prefer to have civil government earlier in 
the course than the fourth year, and because a large number of the 
high schools have only two years, it is perhaps wise to put this study 
in the first year of the high school course. Two periods per weeK 
through the entire year will be sufficient to cover the essentials of 
civics. The work done should comprise a brief treatment of local, 
state, and national government. During the last year of the course 
of a first-class high school, the more difficult topics may be studied 
in connection with American history. "It is expected that good 
teachers in dealing with history throughout, and especially with 
American history, will constantly refer to the forms and functions 
of government with which the children are most familiar." 



SCIENCE. 

First Year, Physical Geography. 

I. The earth as a whole. 

A. Its relation to the sun and universe. 

B. Its relation to the other planets. 

C. Its shape. (Proofs.) 

D. Size. 

(1) Compare with sun, moon and the planets. 

(2) How determined? 

E. Nations of the earth. 

1. Rotation and effects. 

2. Revolution and effects. 

F. Location upon its surface. 

1. Determined by latitude and longitude. 

2. Lines on earth used in longitude. 

3. Lines located by earth's inclination. 

4. Maps. 

G. Magnetism; compass and its variations. 
II. The Atmosphere. 

A. Its height and weight; barometer, isobars. 

B. Composition. (A mixture.) 

1. Use of each constituent. (Make and experiment with oxy 

gen and nitrogen.) 

2. Dust and its effects. 



30 

C. Heat of the atmosphere. 

1. The thermometer, Its principle. 
l'. [sothermal 1 i in s. 

3. What are the factors Influencing temperature. 
I). Moisture. 

1. Evaporation — cause — variation— when will il cease? 

2. Relative and absolute humidity; the hygrometer; dew point 

3. Condensation. Cause and forms. 
E. Circulation. 

1. Causes of wind and its benefits. 

•_'. Cyclones, tornadoes, cloudbursts. 

3. Periodic and variable winds. 

4. Climate. 

(a) Weather and weather maps, 
lb) Meteorology. 

III. The Land. 

A. Interior of the earth. 

B. Movements in earth's crust. 
1. ElevatioD and subsidence. 

0. Mountains, plateaus, and plains. 

1. How formed? 

2. Influence on people, climate, and industries. 

D. Volcanoes. 

(1) Distribution; (2) Theories concerning; (3) Phenomena. 

E. Earthquakes. 

ilt Theories concerning; (2) Historic earthquakes; (3) hi 
struments. 

F. Rivers. 

1 1 ) Erosion. 

(2) Sedimentation. 

G. Lakes. 

(1) Relation to rivers. 

(2) Sail lakes and their cause. 
H. Glaciers, past and present. 

1. Forces causing changes in land now. 
J. Life-forms and their distribution. 

IV. The Ocean. 

A. Depth, density, temperature, and composition. 

B. Movements. 

1. Waves — cause and effects. 

2. Currents— cause and effects. 
( '. Erosion and deposit. 

I). Ocean floor. 

E. Life in t he ocean. 



31 

The work outlined should be supplemented by field excursions aud 
by as many experiments as time will permit. Lantern slides, pic- 
tures, maps, weather maps, and geographical books will greatly aid 
the work. 

Reference books for Teachers. 

Davis— Meteorology— Ginn & Co. 

Dodge— Reader in Physical Geog.— Longmans. 

Tarr.— New Phys. Geog.— Macmillan. 

Physiography of the United States— American Book Co. 



Second Year, 
BOTANY. 



In the study of this subject, high school pupils frequently enter 
for the first time the "fairy land of science." Every school is sur- 
rounded with a wealth of material and it is the privilege of the 
earnest teacher to remove the seals from the book of nature and 
create enthusiastic readers for life. In no other subject is the call 
for spirited leadership more imperative. It is better to omit the 
course entirely than to entrust it to a teacher who has no interest 
in the subject except to cover a prescribed number of pages in a 
text-book, in a given time. 

Schools that give but a seven months' term ought to spend the 
entire time on this subject, rather than to divide the time between 
zoology and botany. Where the term is nine months long, it is 
entirely possible to consider some important topics in both branches 
of natural history. The determination of these topics is the most 
difficult task of the teacher. 

Dr. Hodge, of Clark University, stated in his lecture before the 
High School Department at Harrisburg, that, "In preparation for 
active citizenship let the biology of the high school center about the 
life, interests, and problems of the town or city, the state or nation. 
Do the highest interests of the community require that its educated 
citizens know this or that, is the question which should determine 
whether a topic be admitted to the high school course. 

"In the college the student enters the world of pure science. Here 
for the first time, not the need of the child or community, but the 
logical development of the subject matter must dominate. The 
nature-study point of view is to teach the child. The scientific point 
of view is to teach the subject." 



With lliis greal purpose before him, i lit* teacher must clioose from 
a greal variety of material. Laboratory work with/a compound mi- 
croscope ;is an aid is an important part of the course. Carefully 
kepi note books illustrated by drawings of many things studied will 
•jive a valuable training. A study of native trees, of economic 
plants such ;;s cotton or rice, of weeds, of parasitic plants, of wild 
flowers, of garden flowers, or of ferns may lie emphasized to add 
interest and variety to (he regular work. 

The season of the year and the availability of material will deter- 
mine the order of topics in the following: 

OUTLINE OF BOTANY. 

1. Seeds and seedlings. 

2. Seed distribution. 

3. The plant as a whole. 

a. Root. 

b. Stem. 

c. Leaves. 

d. Flower. 

e. Fruit. 

4. Study of several flowers. 

a. Notice resemblances. 

b. Pollination. Wind, insects, and gravity. 

5. Microscopic study of cells. 

6. Stems and buds. (In winter.) 

a. Exogens. 

b. Endogens. 

7. Study of trees. 

a. Recognition by flower and fruit. 

b. Recognition by bark and cross section. 

c. Recognition of lumber. 

d. Uses. 

e. Care of trees. 

f. Spraying. 

g. Tree planting. 

S. Analysis of flowers (possibly 25 specimens.) 

a. Preparation of herbarium. 

b. Field exclusions. 

c. Represenl as man) families as possible. 
9. Lower plants. 

a. Algae. 

b. Fungi — Bacteria, yeast. 

c. Moss. 

d. Ferns. 



33 

10. Insectivorous plants. 

11. Botany and agriculture. 

a. How plants drink. 

b. How fluids move in root and stem. 

c. How plants breathe. 

d. Chlorophyll and food making. 

e. Storage of food. 

f. How plants grow. 

g. Effect of heat, light, moisture, contact, and giavity 
h. Plant protection and adaptation. 

12. Forestry. 



HOOKS FOR TEACHERS. 

(fanong, The Teaching Botanist, Macmillan. 
Coulter, Plant Relations, Appleton. 
Coulter, Plant Structures, Appleton. 
Setchell, Laboratory Practice for Beginners, Macmillan. 
Bulletins issued by State College Department of Agriculture. 
Bulletins issued by Pennsylvania and United States Departments 
of Agriculture. 



ZOOLOGY. 



There is more opposition among pupils and patrons, to the study 
of zoology than to any other science found in the curriculum of the 
high school. This is doubtless due to poor teaching and erroneous 
notions about the subject itself. If the same test be applied to 
topics in zoology that is suggested in botany, much of this opposi- 
tion may be overcome. Unless proper selection of material and 
topics is made, it would be best to omit the subject from the coarse. 
Where a choice must be made between zoology and botany or zo- 
ology and agriculture, the omission of zoology is recommended. All 
pupils have a natural and healthy interest in living things and the 
work in zoology should seize upon this trait and so direct it, that the 
course may be very profitable. The material is at hand in Pennsyl- 
vania for work in each of the great groups of animals. 

Tf some insect as the fly, the craw-fish, the earth worm, the amoeba, 
the star-fish, the mussel, a common fish, the frog, the sparrow, and 
some common mammal as the cat, are studied as type-forms, a broad 
course is offered. 
3 



34 

The economic questions involved in the extermination of the native 
birds, and the great increase in the English sparrows, should receive 
attention. The destructive animals and means of destroying them, 
either natural or scientific, should be studied. In fact the whole 
course could well be devoted to the study of the animal problems 
of the farm. The grasshopper, the coddliug-moth, the army worm, 
the cutworm, the borer, the caterpillar, the rose-bug, the potato bug, 
and the various scales are destroying annually more property than 
was ever threatened by an invading army. If the course in zoology 
will aid in the solution of these problems, the above mentioned oppo- 
sition will soon disappear. 

HOOKS FOR TEACHERS. 

Hodge, Nature Study and Lite. Oinn & < !o. 
Lubbock, Ants, Bees, and Wasps, Appleton. 

Comstock; .Manual for the study of insects. Oomstock Publishing 
Company. 

Scion. Wild Animals I Have Known, Scribners. 

Bulletins of Departments of Agriculture, both state and national. 



PHYSICS— THIRD YEAR. 

No other scientific subject is so universally taught in the high 
schools of the state as physics. It is therefore essential that certain 
standards be definitely established. It is folly to undertake the 
study without proper equipment. This must include apparatus for 
the students, available for a considerable group at the same time, 
that they may work out for themselves a large number of quantita- 
tive experiments. 

Simplicity is an important quality in apparatus and as a result, 
great expense may easily be avoided. Hoards frequently make the 
mistake of spending large sums for single pieces or combinations, 
when less money would buy material better suited for laboratory 
work. 

After apparatus is secured it should be carefully kept in dust-proof 
cases, provided with locks. The teachers should have the time and 
tools to keep I he apparatus in good order. Laboratory work to be 
successful must be thoroughly supervised. A year of nine months 
is all kmi shuit to study a modern text-book and complete 40 labor 
atory experiments from the following list, recommended by the 
( Jommittee of Ten. 



1. Measuring. 



35 

EXPERIMENTS. 

Meter stick, 
Vernier, 

Micrometer caliper, 
Curve plotting. 

2. Find volume, weigh! and density of several solids, as wood, 

stone, iron, etc. 

3. From known weight of a given length of wire, calculate the 

length of a roll of fine wire from its weight. 

4. Study the elasticity of stretching of rubber, or brass wire. 

and see whether the results agree with the laws. 

5. Determine the elasticity of bending of wood as to length, 

breadth, and thickness, and see whether results agree with 
the laws. 

6. Find the co-ordinates of a given curve drawn on co-ordinate 

paper, and plot a curve from given co-ordinates. 

Mechanics of Fluids. 

1. Pressure of liquids as to direction and depth. 

2. Compressibility of air— verify Mariotte's law. 

3. The buoyant force of a liquid by weighing in water and weigh- 

ing the displaced water. 

4. Relation of the volume of a regular solid to loss of weight in 

water. 

5. Find the relative density of a number of substances heavier 

than water. 

6. Relative density of a substance lighter than water by use of 

a sinker. 

7. Relative density of wood by flotation. 

8. Relative density of a liquid. 

(a) By weighing a substance in the liquid and in water. 

(b) By weighing the liquid and water in the same vessel, sep- 

arately. 

(c) By Hare's method of balanced columns raised by exhaus- 

tion. 

9. Relative density of air by exhaustion from a bottle. 

10. Action of a siphon. By connecting two vessels of water by 

a rubber tube, determine the conditions causing the flow. 

11. Find the weight of a column of mercury in a tube, per cen- 

timeter, by measuring its length, and weighing the mercury. 

12. Calculate the pressure of the atmosphere by weight of a 

column of mercury. 



3<J 

Mechanics of Solids. 

1. The principles of the composition and resolution of forces; by 

the action of three forces in the same plane and not paral- 
lel, using spring balances; also by construction, using the 
parallelogram of forces. 

2. The law of distances of points of application of two parallel 

forces from the points of application of their resultant, or 
equilibrant. 

3. Law of the moments of two parallel forces acting on a body. 

4. Moments about a fixed point of any number of parallel forces 

in the same plane. 

5. Moments of two sets of parallel forces, or couples, in the 

same plane, 
(i. Centre of gravity of ;i material rod. By use of extra weights 
find the point where the weight of a material body acts. 

7. Centre of gravity of a material triangle. 

8. Comparison of masses by inertia. 

9. Relation of the time of vibration of a pendulum to its length. 

10. Relation of friction to pressure. 

11. Work done in moving bodies up an inclined plane. 

12. Relation of the acceleration of falling bodies to the moving 

force. 

HEAT. 

1. Verifying the freezing-point and boiling-point of a thermom- 

eter. 

2. Linear expansion of a solid. 

3. Heat-capacity of a calorimeter. 

4. Specific heat of a substance. 

5. Latent heat of water. 

6. Latent heat of steam. 

7. Dew-point of the air of the room. 

SOUND. 

1. Pitch of a tuning-fork by a column of air in a vessel. 

2. Relation of pitch to length of wires. 

3. Relation of pitch to tension in wires. 

LIGHT. 

1. Photometry; relation of intensity to distance of a light. 
2. Relation between the angle of incidence and the angle of re- 
flection of light. 



37 

3. Position of images in plane mirrors. 

4. Find the critical angle of water. 

5. Find the critical angle of kerosene. 

G. Find the focal length of a converging lens. 

7. Size and position of real images in a converging lens. 

8. Size and position of the virtual images in a converging lens. 

ELECTRICITY. 

1. Mapping the lines of magnetic force for a bar-magnet. 

2. Constancy of the two-fluid Daniell's cell, and change of weight 

of the elements of the cell. 

3. Electrical resistance, as to length and cross-section of con- 

ductors. 

4. Measurement of resistance by substitution. 

5. Measurement of resistance by Wheatstone's bridge. 

6. Electromotive force of different metals. 

7. Electromotive force of cells as to size and number, placing 

them in opposition. 

8. Method of connecting-cells with reference to external resist- 

ance. Compute the current-strength, using the formula 

E 

C = . 

R+r 

9. Law of induced currents as to duration and direction. 

The apparatus required will depend upon the experiments selected 
and the scope of the work as planned by the teacher. The following 
list of apparatus is intended to be suggested as a minimum for 
schools attempting work in physics. It may be and should be great- 
ly increased as the needs of the work develop. 



CLASSIFIED LIST OF APPARATUS FOR LABORATORY 

WORK. 

Mechanics. — Meter sticks, spring balances, Harvard trip balance 
(2), supports for trip balances, air pumps, force and lifting pumps 
(model), alcohol lamps or Bunsen burners, pulley system, wheel and 
axle, inclined plane with car, specific gravity bottle, hydrometer jar 
and hydrometer, barometers, mercury (4 lbs.), glass and rubber tub- 
ing (assorted), fiasks, corks, funnels, tools, etc. 

Sound. — Sonometer. < 1 and G tuning forks, resonance tubes, siren, 
rotating apparatus, etc. 



38 

Heat. — Thermometers, calorimeters, model engine, (glass cylinder 
and chest), linear expansion apparatus (lever form), still and eon- 
denser, etc. 

Light. — Prisms, lenses, minors, curved and plane, color disc, etc. 

Electricity and Magnetism- Bar magnets, compass, vulcanite and 
glass rod with good silk cloth and cat skin, Toepler-Holtz machine. 
electroscope, Leyden jar, electrophorus, electric cells, dynamo and 
motor, induction coil, telegraph key and sounder, electric bell, gal- 
vanometer, vol! ammeter, horse-shoe electro magnet, small incan- 
descent lamp, etc. 

REFERENCE HOOKS FOR TEACHERS. 

Carhart, University Physics, 2 volumes. Allvu and Bacon. 

Ganot, Physics, William Wood and Co. 

Lodge, Pioneers of Science, Macmillan. 

Dnncan, The New Knowledge, A. S. Barnes and Co. 

Smith and Hall, The Teaching of Chemistry and Physics, Long- 
mans. 

Whitham, Recent Developments of Physical Science, P. Black- 
iston. 

Hopkins, Experimental Science, Munn and Co. 

S. P. Thompson, Elementary Lessons in Electricity and Magnet- 
ism, Macmillan. 

School Science and Mathematics, Monthly, Published in Chicago. 



Fourth Year. 
CHEMISTRY. 



Schools that maintain a three years' course should not undertake 
this subject at all. and without facilities for laboratory work, its 
study is of very doubtful value in any school. Experience shows 
that a year of nine months is necessary for effective work. Prob- 
ably the best division id' Hie (in>e is if, i he proportion of three reci- 
tation periods to two double laboratory periods per week. The size 
of (he laboratory groups will he determined largely by the facilities, 
but not more than twenty pupils can be properly supervised in ex- 
perimental work. 

The purpose of the course in secondary schools is mainly disciplin- 
ary. It provides excellent training in observation ami in logical 
thinking and gives a knowledge of important natural and industrial 
processes. The ability to do. to observe accurately, to make logical 



39 

inferences, and to express results in good English, is of more value 
than the acquisition of many facts, however important. With this 
aim admitted, the laboratory note book becomes the center of inter- 
est for the teacher. He must assure himself that his pupils are 
thinking and not doing their work mechanically. Descriptions of 
experiments should be written at the time they are performed. 

The use of the chemical equation and formula should be restricted, 
especially in the earlier part of the work. Analytic work can not be 
emphasized in a course that is so limited in time. 

In order to give a practical training in the course such subjects 
as the following might receive greater emphasis than the text-books 
usually give them : Chemistry of cooking, of the laundry, of making 
soap, of soils, and of foods. If the school is located in a manufac- 
turing community, visits should be made by the class to the works, 
and any chemical processes used, should receive special attention. 

Text books and manuals usually give lists of apparatus and sup- 
plies necessary to carry on the work outlined. 



APPARATUS. 

Apparatus required for each pupil doing laboratory work. — Beak- 
ers (2), thistle tube, glass funnel, evaporating dish, filter paper (50 
sheets), test tubes (12), test tube rack, glass stirring rod, gas receiv- 
ers (2), files (2), round and triangular, tubing, glass and rubber (as- 
sorted), corks, Bunsen burner, graduates, flasks (2), large and small, 
asbestos gauze, matches (safety), litmus paper, pneumatic trough or 
sink, ring stand, rubber stoppers, tripod (iron), and a watch glass. 

General apparatus available for all. — Chemical balance (in a case), 
barometer, blast lamp, (Bunsen's), reagent bottles, blow pipes, 
Woulff's flasks (2 neck), mortars and pestles, deflagrating spoons, 
spatulas, wire (copper and platinum), cork borers, cork press, hood 
with good draft, jars (crockery for waste glass and chemicals), 
thermometer (centigrade), burettes (Mohr's), eudiometers, wire 
gauze, pinch cocks, weights, good still, tables equipped with gas and 
water, etc. 

The experiments recommended by the Committee of Ten will be 
found to be entirely satisfactory by any teachers desiring aid in se- 
lection. 

REFERENCE BOOKS FOR TEACHERS. 

•Smith and Hall, The Teaching of Chemistry and Physics, Long- 
mans. 

Tilden, Hints on teaching chemistry, Longmans. 
Remsen, Chemistry, advanced course, Holt. 



40 

Dobbin and Walker, Chemical Theory for Beginners, Macmillan. 
Newth, Inorganic Chemistry, Longmans. 
Ostwald-Findlay, Inorganic Chemistry, Macmillan. 

Jones, Modern Theory of Solutions, American Book Co. 



A.GRIC1 l/PURE. 



This comparatively new subject in the schools of Pennsylvania is 

rapidly growing in popularity with (hose patrons who insist that 
education should be more practical. Teachers must meet the de- 
mand by preparing themselves to teach such a course as the follow- 
ing taken from Circular No. 77. issued by the United States Depart- 
ment of Agriculture, office of experiment stations. It contains much 
other valuable material and should be in the hands of every teacher 
of agriculture. In rural high schools agriculture may take the place 
of any of the sciences suggested in the course of study. 

Syllabus on Agronomy tor Secondary Inst ruction. 

The following syllabus has been prepared not only to give the 
teacher the limits of the subject to be taught, but to present the 
point of view from which the subject should be taught. A Japanese 
scholar, while speaking before an American audience recently, re- 
marked: "I noticed one very marked difference in the agriculture 
of Europe and America from that of Japan. In Europe and Amer- 
ica you work the soil; in Japan we are interested in growing crops/' 
This syllabus has been prepared from the Japanese point of view, 
namely, that the aim in agronomy is the production of plants useful 
to mankind, a definition this committee gave to agronomy in its third 
report in 1898. 

In this syllabus emphasis is not placed upon soil, tillage, drain- 
age, and irrigation as such, but upon the relation of soil, tillage, 
drainage, and irrigation to the environment of the plant, namely to 
light, heat, moisture, air. plant loud mid repressive agencies. The 
s|>cri;il province of the agronomist is to consider bow soil, tillage, 
drainage, irrigation, and the various cultural methods of the farmer 
ni.i\ modify the environment and thus increase the crop, ami. so far 
as man may modify the environment, how it may be accomplished 
economically. No less importanl is the influence of heredity in the 
production of crops and the practical methods by which 4 plants may 
be improved. 



41 

To what extent the teaching will be confined to a consideration of 
man's influence in making use of fundamental laws and how much 
time will be employed in stating fundamental laws must depend 
upon the thoroughness with which the student lias studied botany, 
physiology, and chemistry. 

In any case the application of these fundamental laws must be 
made. For example, if the students have had chemistry, the teacher 
must spend some time in considering the function and relation of 
the 14 elements chiefly concerned in the production of soil, air, 
plants, and animals. If, however, the students have not had any 
chemistry, it will be necessary in addition to spend some time in 
teaching the students the alphabet of chemistry. From the syllabus 
it will be seen that the plant may be studied from the standpoint of 
its composition, structure, physiology (activities), heredity, and en- 
vironment. Since a plant is the result of two forces, its heredity 
power and its environment, general consideration is first given to 
the methods of plant improvement and to those cultural methods by 
which the plant's environment is modified. Following these general 
considerations each individual crop may be studied from the stand- 
point of its structure, its composition, its physiology or activities, its 
heredity or improvement, its environment or cultural methods, and, 
finally, its economical use and disposal. The number and kind of 
crops to be studied will vary with the time at the disposal of the 
teacher, and to some extent at least, with (lie character of the local 
agricultural industries. The syllabus outlines an illustration of the 
order and possible topics for discussion, leaving it to the teacher to 
select those that may be best employed. It is not expected that any 
high school will be able to teach all the topics here mentioned. 



SYLLABUS. 



The plant, how studied: 

1. Composition. 

2. Structure. 

3. Physiology. 

4. Heredity. 

5. Environment. 
Composition: 

1. Essential elements. 

2. Function of elements. 

3. Water. 

4. Ash. 

5. Protein. 

6. Carbohydrates. 

1. Cellulose. 

2. Starch. 

3. Sugars. 

7. Pat. 



3. Structure: 

1. Cells. 

2. Roots. 

3. Stems. 

4. Leaves. 

5. Inflorescence. 

4. Physiology: 

1. The plant activities. 

2. The processes of growth. 

3. Irritability. 

4. The kinds of propagation. 

5. Propagation by seeds. 

6. Propagation by buds. 

5. Heredity: 

1. Principles, 

2. Processes. 



42 



5. Heredity— Continued. 

3. Steps in improvement of 

plants. 

1. Variation. 

1. Environment. 

2. Crossing. 

2. Selection. 

3. Testing- hereditary 

power. 

4. Illustrations of improvement 

in plants. 

5. Methods of improvement. 

6. Environment: 

1. Light. 

2. Heat. 

3. Moisture. 

4. Air. 

5. Plant food. 

6. Repressive agencies. 

7. Light and heat: 

1. Relative interdependence. 

2. Effect. 

3. Influence of character of light. 

4. Influence of seasons. 

5. Temperature for germination 

and growth. 

6. How modified. 

1. Color. 

2. Evaporation. 

0. Topography. 

4. Character of soil. 

5. Cultivation. 
C. Drainage.. 
7. Rolling. 

S. Thickness of planting. 
9. Fermentation. 
10. Artificial means. 

1. Screens. 

2. Electricity. 

3. Artificial heat. 

8. Moisture: 

1. Purpose. 

2. Importance. 

3. Quantity required. 

4. How modified. 

1. Kind of soil. 

2. Topography. 

3. Fertilizers and other 

amendments. 

4. Cultivation. 

5. Drainage and irriga- 

tion. 



9. Air: 

1. Function above ground. 

1. Oxygen. 

2. Carbon dioxid. 

2. Function in soils. 

1. Oxygen. 

2. Nitrogen. 

3. Removal of carbon di- 

oxid. 

3. Processes of soil ventilation. 

1. By diffusion. 

2. By expansion and con- 

traction of air due to 
temperature. 

3. By expansion and com- 

pression due to ba- 
rometric pressure. 

4. Suctional effect of gusts 

of wind. 

5. Air absorbed by rain 

water. 

6. By removal of water, 

through drainage, evap- 
oration, and transpira- 
tion of plants. 

10. Plant food: 

1. Elements needed. 

1. Function. 

2. Sources. 

1. Air. 

2. Soil. 

3. Fertilizers. 

11. Soil: 

1. Functions. 

2. Properties. 

3. Kinds. 

4. As a source of plant food. 

1. Importance compared with 

other sources. 

2. How modified. 

1. Kind of soil. 

2. Topography (erosion). 

3. Tillage. 

4. Drainage and irriga- 

tion. 

5. Fertilizers. 

6. Systems of cropping. 

12. Kind of soil. 

13. Topography. 

14. Tillage: 

1. Purpose and effects. 

2. Methods. 



43 



15. Drainage: 

1. Purpose and effects. 

2. Methods. 

16. Irrigation: 

1. Purpose and effects. 

2. Methods. 

17. Fertilizers: 

1. According to constituents. 

1. Nitrogenous. 

2. Phosphoric. 

3. Potassic. 

4. Other amendments. 

2. According to form. 

1. Farm manures. 

1. Green manures. 

2. Animal manures. 

2. Commercial fertilizers. 

18. Farm manures: 

1. Properties. 

2. Sources. 

3. Uses. 

4. Preparation, care, and hand- 

ling. 

5. Application. 

6. Economy. 

19. Commercial fertilizers: 

1. Sources. 

2. Uses. 

3. Application. 

4. Economy. 

20. Nitrogen: 

1. Source. 

2. Fixation of free nitrogen. 

1. With certain plants. 

2. Without plants. 

3. Organisms. 

4. Cause of tubercles. 

5. Effect of organisms. 

6. Influence of conditions. 



3. Nitrification. 

4. Denitrification. 

5. Loss through drainage. 

21. Repressive agencies: 

1. Insect and other animals. 

2. Diseases. 

3. Weeds. 

4. Unfavorable weather. 

5. Acidity and alkalinity of soil. 

6. Toxic agencies. 

22. Rotation of crops: 

1. Principles. 

2. Systems. 

23. Classification of economic plants: 

1. Cereals. 

2. Grasses. 

3. Legumes. 

4. Vegetables. 

5. Fruits. 

6. Tubers. 

7. Roots. 

8. Sugar plants. 

9. Oil plants. 

10. Fiber plants. 

11. Stimulants. 

12. Medicinal and aromatic plants. 

24. Cereals: 

1. Wheat. 

2. Indian corn (maize). 

3. Oats. 

4. Barley. 

5. Rye. 

6. Rice. 

7. Sorghum. 

8. Buckwheat. 

(Other groups of plants may be 
classified in like manner.) 

25. As many individual crops may be 

treated as time will permit. 



An outline of topics on wheat is submitted, which is believed to be 
much too complete for secondary instruction, but may be readily 
modified to suit the character of instruction required. 

WHEAT. 

A. Structure: 

1. Relationships; 2, roots; 3, culms; 4, leaves; 5, tillering; 6, organs of 
reproduction; 7, the true flower; 8, the spikelet; 9, the spike; 10, 
the grain; 11, the embryo; 12, the endosperm: 13, the aleurone 
layer; 14, the bran; 15, physical properties. 

B. Composition: 

1. Composition; 2, water; 3, ash; 4, protein: 5, gluten; 6, relation of 
weight per bushel to nitrogen content; 7, influence of environment 
on composition of grain; 8, germination. 



44 

C. Botanical relations: 

1. Species of wheat; 2, Einkorn; 3, Spelt; J, Einmer; 5, Common wheat; 

6, Club, or square-head wheat; 7, Poulard wheat; 8, Durum 
wheat; 9, Polish wheat; 10, spring and winter wheats. 

D. Classification of varieties: 

1. The importance of variety; 2, the best variety; 3, variety names; 4, 
pedigree wheat; 5, number of varieties; 6, variety characteristics; 

7, variety groups; 8, desirable qualities; 9, score card; 10, market 
classification; 11, soft winter varieties; 12, hard winter varieties; 
13, hard spring varieties; 14, white varieties. 

E. Improvement of varieties: 

1. New varieties; 2, the introduction of foreign varieties; 3, improve- 
ment by selection; 4, varieties through crossing; 5, the possibility 
of cross-fertilization; 6, the law of cross-fertilization; 7, import- 
ance of crossing as a method of improvement; 8, method of find- 
ing and testing new strains or varieties. 

F. Climate: 

1. Condition of successful wheat culture; 2, effect of climate upon geo- 
graphical distribution; 3, effect of climate upon quality; 4, effect of 
climate upon growth; 5, accumulation of soil constituents at differ- 
ent stages of growth; 6, winterkilling. 

G. The soil and its amendments: 

1. The choice of soil; 2, effect of change of soil on yield; 3, the use of fer- 
tilizers; 4, indirect fertilization; 5, rotations; 6, carriers of fertiliz- 
ing constituents; 7, relative importance of fertilizing constituents; 

8, amount of fertilizers; 9, time and manner of applying commercial 
fertilizers; 10, farm manure; 11, mulching. 

H. Cultural methods: / 

1. Time <>\' plowing; 2, depth of plowing, 3, preparing seed bed without 
plowing; 4, time of sowing; 5, depth of sowing; 6, drilling compared 
with broadcasting; 7, quantity of seed per acre; 8, influence of size 
of seed; 9, treatment of seed; 10, wheat-seeding machinery; 11, 
cultivation; 12, rolling. 

I. Weeds, fungus diseases, and insect enemies: 

1. Weeds: (a) chess or cheat; (b) darnel; (c) cockle; (d) wild garlic; (e) 
wheat-thief; 2, fungus diseases: (a) rust; (b) wheat scab; (c) 

loose smut; (d) stinking smut; 3, insect enemies of growing wheat: 

(a) chinch bug; (b) Hessian fly; (c) wheat joint-worm; (d) wheat 

midge; (e) grain aphides; (f) army worm; (g) grasshoppers. 

J. Harvesting and preservation: 

1. Date of harvesting; 2, influence of maturity on yield; 3, influence of 
ripening upon composition; 4, influence of shocking; 5, method of 
shocking; 6, methods of harvesting; 7, self-rake reaper; 8, the self- 
binding harvester; 9, the header; 10, the combined harvester and 
thrasher; 11, thrashing; 12, storing; 13, elevators. 

K. Uses and preparation for use: 

1. Uses; 2, food for domestic animals; 3, source, amount, and quality of 
flour; 4, grades of flour; 5, graham and entire wheat flour; 6, 
amount of bread from flour; 7, milling machinery; 8, purifier; 9, 
the by-products of wheat; 10, composition of by-products; 11, food 
value of by-products. 



45 

L.. Production and marketing: 

1. Wheat crop of the world; 2, wheat crop of the United States; 3, progress 
of wheat production; 4, center of wheat production; 5, winter wheat 
and spring wheat; 6, production of flour; 7, consumption of wheat 
per capita; H, yield per acre; 9, cost of production; 10, export of wheat 
and flour; 11, imports of wheat; 12, commercial grades. 

M. History: 

1. Antiquity; 2, original habitat; 3, reasons for culture. 



GENERAL. INSTRUCTIONS TO TEACHERS. 

Since this is a new subject for high school work it seems desirable 
to give detailed suggestions on a few subjects for study. These 
directions and questions are not intended to be mandatory, but are 
intended to help teachers who are giving this work for the first 
time. This work does not cover the entire syllabus. When the 
schools and teachers become better equipped the work may be ex- 
tended. In preparing these lessons first attention has been given to 
the question as to whether bulletins and other material could readily 
be secured. Some topics of prime importance have been omitted be- 
cause there are no bulletins that can be secured to supply the entire 
class for study, while topics of less importance have been included 
because good bulletins are available. The lessons are to aid in doing 
work under present conditions and are not intended to represent an 
ideal high school course. 

The study of agriculture gives the same sort of educational devel- 
opment as is given by the study of botany, physiology, physics, 
chemistry, and other sciences. From the unlimited number of sub- 
jects for scientific study it selects' those which concern the plants and 
animals that are used on the farm. Each school should select for 
study the subjects that are of greatest importance in the community. 

Since agriculture is based on so many sciences it is desirable that 
it follow the study of the other sciences that are taught in the 
school, particularly botany and chemistry. If a school can not teach 
chemistry it will be possible to give about two-thirds of the lessons 
outlined. But it is extremely desirable that chemistry be taught 
preceding the agriculture. It should be taught by the laboratory 
method. No work in high school agriculture should be attempted 
unless the school teaches botany. Those who wish to teach agricul- 
ture before they teach botany should use Office of Experiment Sta- 
tions Bulletin 186, Exercises in Elementary Agriculture — Plant 
Production. Many of the exercises in that bulletin can also be used 
in high school work. 

The student should thoroughly understand plant cells from a 
microscopical study of them; the embryo and its growth; tests for 
starch and proteids; the process of osmosis and the function of roots; 



40 

the structure of stomata and use thai the plant makes of oxygen 
and carbon dioxid; the formal ion of starch, its transfer through the 
stem, and ils deposil as stored food in seeds and tubers; the process 
of fertilization; the nature of a fungus disease, from a microscopical 
study of bread mold or oilier fungus. 

All other science work that is taught will help in agriculture. The 
subjects under physiology thai are of most value as a preparation 
for agriculture are: Respiration; the kinds of foods, their digestion 
and the part that each plays in keeping up the body; bacteria and 
sanitation. If physical geography or geology is taught, (he subjects 
of most value in preparing tor agriculture are: The air. the weather, 
and the formation of soils. If zoology is taught, the work on insects 
will be of most value in preparing for the following lessons. 

The teacher who gives the elementary agriculture should have a 
good knowledge of elementary botany and chemistry, and it is very 
desirable that he have some knowledge of physics, zoology, and 
geology. It is also desirable that the teacher be a man who has had 
some farm experience or who has studied some agriculture. 

REQUIRED FREE REFERENCES. 

Write to each of the following addresses stating that you wish 
the publication mentioned for your high school library and in your 
class in agriculture. If tin 1 teacher finds that he desires any of these 
for his private library, he should write for additional copies. The 
set in the high school library should be kept complete for future 
classes. On receipt of these the loose bulletins should be bound, 
or they may he punched and tied together with strings, and manila 
paper may be used for covers. These should be put in some place 
where pupils will have free access to them. 
(1) Secretary of Agriculture. Washington. D. C: 

Ask to have the school placed on the mailing list for the 
Monthly List of Publications, and to be sent the following: 
1 set of Farmers' Bulletins suitable to the locality. 
1 copy of the List of Publications for Free Distribution. 
1 copy of the List of Bulletins for Sale. 
1 copy of each of the reprints of the areas that have been 
surveyed by the Bureau of Soils in your State. 

Also ask for as many copies of "Separates from the Year 
book," Nos. 83, 124, L59, 279, .".10 and &29, as there are students 
in the class. One copy of this circular and of Office of Ex 
perimenl Stations Bulletin 186 for each student will be con 
venient for some of the exercises. Also look over (he list of 
recitations where pupils are to study Farmers' Bulletins. 
.Make a list of these bulletins that yon expect to use and send 



47 

for as many copies as there are students in the class. Where 
directions' are given to "study and recite'' on bulletins or ex- 
tracts, it is expected that the teacher give out a copy to each 
pupil at the time when the lesson is assigned. 

(2) Write to your Congressman for such copies of the Yearbook of 

the Department of Agriculture as he may have for distribu- 
tion, stating that they are for your high school library. 

(3) Write to your State experiment station for copies of available 

bulletins and reports, and ask to be placed on the mailing list. 

(4) Write to the State board of agriculture and other agricultural 

societies for publications that they have for distribution. 

(5) Copies of farm papers and country-life magazines are desirable 

for the high school reading table. 

BOOK REFERENCES. 

No references other than the above are absolutely necessary, but it 
is very desirable to have on the reference table one copy of as many 
of the following books as possible. At least half of these ought to 
be secured. If a cyclopedia of agriculture can be afforded it will 
be of much value. Several copies of each of the first four books will 
be desirable if the class numbers over half a dozen; also of the fifth 
book in regions where fertilizers* are much used. 

1. Physics of Agriculture, King. 

2. Chemistry of Plant and Animal Life, Snyder. 

3. Forage and Fiber Crops in America, Hunt. 

4. Cereals in America, Hunt. 

5. Fertilizers, "Voorhees. 

6. Experiments with Plants, Osterhout. 

7. The Principles of Fruit Growing, Bailey. 

8. The Fertility of the Land, Roberts. 

9. The Farmstead, Roberts. 

10. The Horticulturist's Rule Book, Bailey. 

11. Corn Plants, Sargent. 

12. The Practical Garden Book, Bailey. 

13. The Soil, King. 

14. Irrigation and Drainage, King. 

The following are more elementary books. 

15. Soils and How to Treat Them, Brooks. 

16. Manures, Fertilizers, and Farm Crops, Brooks. 

17. Principles of Agriculture, Bailey. 

18. Agriculture for Beginners, Burkett, Stevens, and Hill. 

19. First Principles of Agriculture, Goff and Mayne. 
- 20. Elementary Agriculture, Bessey and others. 

21. Agriculture through the Laboratory and School Garden, Jackson and 

Daugherty. 

22. First Book of Farming, Goodrich. 



48 

EQUIPMENT. 

It is desirable that the high school be equipped for regular labora- 
tory work iu botany, chemistry, and physics. If not so equipped, the 
following equipment is suggested for a class of ten in agriculture: 

2 compound microscopes magnifying to 500 diameters, cost about $18. 

2 balances for weighing tu centigrams. 

Spring balance. 

1 dozen pint fruit jars. 

1 dozen quart fruit jars. 

4 dozen test tubes. 

dozen beakers (drinking glasses may be substituted). 
1 dozen 4-inch size flowerpots with saucers; 1 dozen 6-inch size flower- 
pots with saucers (tin cans and boxes may be substituted). 

1 gasoline burner (a stove or laboratory burners are as good). 
6 porcelain crucibles (iron spoons may be substituted). 

2 thermometers. 

Small magnifying glasses, magnifying 10 diameters. 

1 "School set of economic seeds." These may be obtained at a nominal 

expense by writing to the Seed Laboratory, United States Department 

of Agriculture, Washington, D. C. 

Other equipment required can be brought from home by students 
when it is needed. 

It is essential thai there be at least two windows at which plants 
may be kept growing for experimental purposes. 

Whenever possible, it is desirable that several acres of land be 
available for school use. Those who are laying out new school 
grounds will do well to keep this in mind. 

COLLECTION OF MATERIAL. 

About 1 bushel each of sand, such as is used in plastering, sandy 
loam soil, and clay should be collected. Similarly collect about 3 
quarts of leaf mould (well-rotted leaves). Also collect about 4 quarts 
of soil and subsoil from the same spot. All these should be put in 
the basement, where they will become air-dry for future class use. 
It is also desirable to have several bushels of good rich soil for use 
in growing house plants. Unless it is very rich, about one-fourth 
stable manure should be mixed with it. 

( lolled samples of the common diseases ami insects for class si ml \ . 
Any of the following diseases or others that occur in the neigh 
borhood; Potato scab, wheal rust, oat smut, brown rot of poaches 
ami plums, black knot, apple canker, corn smut. 

Pill two 1-quarl jars with pure rain water foe use in No; 22, un- 
less you can distill water. 

The following samples of fertilizers for exercise may be secured 
from a local dealer, or students may be able |o bring them in. or 



49 



they may be secured from the manufacturers. Secure the guaranty 
analysis and price of each sample. Get about 1 pint each of nitrate 
of soda or other form of nitrogen, muriate of potash or other form 
of potash, acid phosphate or other form of phosphoric acid, and at 
least two samples of complete fertilizers. 



NOTEBOOKS. 

Each student should keep a notebook, in which all field trips, 
demonstrations and laboratory work should be written up giving 
date, subject of the exercise, materials used, full description of how 
the work was done, drawings, all data secured, solution of prob- 
lems, answers to questions that follow the demonstration and labo- 
ratory work or to similar questions prepared by the teacher. This 
should all be given in complete form in good English, not in detached 
sentences. This really amounts to a discussion or essay on the sub- 
ject in which drawings, problems, and answers to questions are in- 
cluded. 

Many of the demonstrations are of such a nature that they may 
be assigned to some student in the class, who will take entire charge 
of the preparation and management of the experiment. This may 
not very greatly reduce the work for the teacher, but it will be of 
much value to the students. The notebook discussion of demonstra- 
tions should state who did the work. 



TIME REQUIRED. 

The work here outlined is expected to be sufficient for one year. 
It can readily be adapted to half this amount of time by omitting ex- 
ercises. It is desirable that there be three recitations a week and 
two double periods for laboratory work, field work, and demonstra- 
tions. When a field lesson is given, it is desirable that it be the last 
work of the day, so that it need not be finished at any scheduled 
time. The demonstration work may often be given in recitation 
periods. The figure in parentheses following the number of the ex- 
ercise indicates the relative time that it is thought desirable to de- 
vote to the subject. More than this number of periods can be given 
to each topic and still complete the work in a year. This will give 
an opportunity to devote more time to those lessons that are of par- 
ticular interest in the community. By securing the bulletins from 
the State experiment station, a study may be made of the agricul- 
ture of the State. 



50 

LATIN. 

It is to be carefully noted that a period of nine mouths should 
be required to prepare for reading Caesar. In high .schools with 
terms of seven or eighl months it is suggested that an additional 
month or two of the second year be taken to complete this prepara- 
tion. This will give five or six months for Caesar. During this 
time, if the preparatory work has been well done, pupils should 
read two or three books. It is not meaut, however, to sacrifice 
quality for quantity. High schools maintaining a three years' 
course should omit Virgil entirely. 

The following is a brief summary of the things to do and the 
things to avoid in teaching Latin; it is taken from the report of the 
Committee of Ten on secondary school studies. 

The teacher of elementary Latin need not concern himself too 
much with the remote ends of the study. To him the question 
should be: "What knowledge is of prime importance, as the founda- 
tion for subsequent work? Stated generally, it may be said that 
the work of the first period should be (1) learning to pronounce ac- 
curately and to read fluently and intelligently the Latin text of what 
has been studied; (2) the mastery of inflection, so that number, case, 
person, mode, tense, etc., can be instantly recognized and conversely, 
can be formed without much hesitation by the student himself; (3) 
the acquisition of a working vocabulary of from one to two thou- 
sand words; (4) the mastery of the order of the Latin sentence; (5) 
the mastery of the simpler principles of syntax regarded as a means 
of expression; (6) learning how to understand simple narrative in 
Latin; (7) learning how to translate such narrative into true English. 
In necessary connection with the pursuit of these aims, a good deal 
of training of the ear should be employed, through listening to the 
reading or speaking of the teacher; and, in addition, a certain amount 
of practice in turning English into Latin will be necessary, as an 
indispensable instrument for fixing forms in the memory and estab- 
lishing a feeling for their syntactical powers. On the other hand, 
i lie things to be avoided are (1) a dispersion of effori in consequence 
of the attempt to include too many parts of the study in the first 
stage; (2) an undue prominence of rules, and the treatment of syn 
tax as an end in itself, rather than as an auxiliary to the penetration 
of the sense; and (3) the use of "translation English." 

COURSE OF STTDY. 

First Year. 

Beginner's Latin book completed. 

LT) to :'.() pages Of easy reading from Falmlae Faciles or Viri 
Romae. 



51 

Second Year. 
Standard Latin grammar. 
Caesar's Gallic War, 4 books. 
Latin composition based on tbe text. 

Vocabulary, syntax, movements of campaigns and narrative 
themes on certain groups of chapters. 

Third Year. 
Standard Latin grammar. 
Cicero, 4 orations against Catiline. 
Manilian Law oration. 
Archias oration. 

Latin composition based on the text. 

Vocabulary, syntax, written translations, Homeric traditions, 
arguments, theme writing and study of author's style. • 

Fourth Year. 

Standard Latin grammar. 

Virgil's Aeneid 6 books. 

Vocabulary, syntax, written translations, Homeric traditions, 
Greek mythology, Roman religion, and the geography of the Medi- 
terranean. 

Scansion and practice in reading hexameter verse. 

Equipment for Teaching Latin. 

Kiepert's Ancient History maps. 

Kiepert's or Sanborn's classical atlas. 

Galey, Classic Myths in English Literature, Ginn & Co. 

Gow, J., A Companion to School Classics, The Macmillan Co. 

Johnston, H. W., The Private Life of the Romans, Scott, Fores- 
man and Co. 

Becker, W. A., Gallus, or Roman Scenes of the Times of Augustus, 
Longmans, Green and Co. 

Brooks, Edward, Story of the Aeneid. 

Wilkins, Primer of Roman Literature, The Macmillan Co. 

Froude, Caesar, A Sketch, Scribner's Sons. 

Forsythe, Cicero, Scribner's Sons. 

Sellar, Virgil, G. P. Putman Sons. 

Peck, The Roman Pronunciation of Latin. Henry Holt ami Co. 

Report of the Committee of Ten, American Book Co. 



52 
GEBMAN. 

The course in German covers four years. In schools iu which 
Latin is not required, German should be pursued for the entire high 
school course. No foreign language should be studied for a period 
shorter than two years; neither should two languages be begun at 
the same time. In a third grade high school it is recommended that 
pupils pursue but one foreign language. Teachers are urged to 
guard against selecting reading texts that are too long and difficult. 

The following suggestions are taken from the report of the Com- 
mitlee of Twelve of the Modern Language Association of America. 
Inasmuch as only a very small part of this report can be reprinted 
here, every teacher of German or French is urged to secure a copy. 



The Elementary Course in German. 

A. The aim of the instruction. 

A i the end of the elementary course in German the pupils should 
be able to read at sight, and to translate, if called upon, by way of 
proving his ability to read, a passage of very easy dialogue or narra- 
tive prose, help being given upon unusual words and constructions, 
to put into German short English sentences taken from the 'an- 
guage of everyday life or based upon the text given for translation,, 
and to answer questions upon the rudiments of the grammar as de- 
fined below. 

B. The work to be done. 

During the first year the work should comprise: (1) careful drill 
upon pronunciation; (2) the memorizing and frequent repetition of 
easy colloquial sentences; (3) drill upon the rudiments of grammar, 
that is, upon the inflection of the articles, of such nouns as belong to 
the language of every day life, of adjective pronouns, weak verbs, 
and the more usual strong verbs, also upon the use of the more com- 
mon prepositions, the simpler uses of the modal auxiliaries, and the 
elementary rules of syntax and word order; ill abundant easy exer- 
cises designed not only to fix in mind the tonus and principles of 
grammar, but also to cultivate readiness in the reproduction of 
natural forms of expression; (5) the reading of from To to KM! pages 
of graduated texts from a reader, with constant practice in translat- 
ing into German easy variations upon sentences selected from the 
reading lesson, the teacher giving the English and in the reproduc- 
tion from memory of sentences previously read. 



53 

Second Year. 

During the second year the work should comprise: (1) the reading 
from 150 to 200 pages of literature in the form of easy stories and 
plays; (2) accompanying practice, as before, in the translation into 
German of easy variations upon the matter read, and also in the off- 
hand reproduction, sometimes orally and sometimes in writing, of the 
substance of short and easy selected passages; (3) continued drill 
upon the rudiments of grammar, directed to the ends of enabling 
the pupil, first, to use his knowledge with facility in the formation 
of sentences, and, secondly, to state his knowledge correctly in the 
technical language of grammar. 



Third Year. 

The work should comprise, in addition to the elementary course, 
the reading of about 400 pages of moderately difficult prose and 
poetry, with constant practice in giving, sometimes orally and some- 
times in writing, paraphrases, abstracts or reproductions from mem- 
ory of selected portions of the matter read; also grammatical drill 
upon the less usual strong verbs, the use of articles, cases, auxiliaries 
of all kinds, tenses and modes (with special reference to the infini- 
tive and subjunctive), and likewise upon word order and word 
formation. 

Fourth Year. 

The work of the advanced course (last year) should comprise the 
reading of about 500 pages of good literature in prose and poetry, 
reference reading upon the lives and works of the great writers 
studied, the writing in German of numerous short themes upon as- 
signed subjects, independent translation of English into German. 



COURSE OF STUDY. 
First Year. 

Beginner's German book. Readers suitable for this year: 
Anderson's Marchen, Leander's Traumereien, and Kleine Ge- 

schichten, Meissner's Aus meiner Welt. 

For memorizing: Heidenroslein, Vergissmeinnicht, Wanderers 

Nachtlied, Epinnerung. 



54 

Second Year. 

German grammar. 

Readers: Anderson's Bilderbuch ohne Bilder and Traumereien, 
Gerstacker's Germelshausen, Storm's Immensee, Hillern's Hoher als 
die Kirehe, Heyse's L'Arrabbiata or Anfang und Ende. 

For memorizing: Die Lorelei, Der gute Kamerad, Wacht am 
Rhine. 

Third Year. 

Standard German grammar. Readers: 

Freytag's Karl der Grosse, Goethe's Hermann und Dorothea, 
Moser's Der Bibliothekar, Schiller's Der Neffe als Onkle, Die Jung- 
frau von Orleans or Wilhelm Tell. 

Lessing's Minna von Barnhelm, Hoffmann's Historische Erzalun- 
gen. 

Fourth Year. 

Standard German grammar. Readers: 

Freytag's Soil und Haben. 

Hauff's Lichtenstein. 

Schiller's Maria Stuart. 

Goethe's Dichtung und Wahrheit. 

Lessing's Emila Galloti. 

Fulda's Der Talisman. 

Books for teachers: 

Reporl of the Committee of Twelve, D. C. Heath and Co. 

Report of the Committee of Ten, American Book Co. 

Methods of Teaching Modern Languages, D. C. Heath and Co. 

Bagster-Collins, The Teaching of German in Secondary Schools, 
Macmillan Co. 

Hosmers. A Short History of German Literature, St. Louis, G. J. 
Jones and Co. 



FRENCH. 



The course in French covers a period of two years. In case any 
high school desires this study pursued for a longer time, the report 
of the Committee of Twelve will help such in the selection of flu- 
material. In (lie rouse outlined. French is begun in the third year 
of the high school. 



55 

The following suggestions on the amount of work to be done are 
taken from the report of the Committee of Twelve: 

The Elementary Course in French. 

During the first year the work should comprise: (1) careful drill 
in pronunciation; (2) the rudiments of grammar, including the in- 
flection of the regular and the more common irregular verbs, the 
plural of nouns, the inflection of adjectives, participles and pronouns; 
the use of personal pronouns, common adverbs, prepositions, and 
conjunctions; the order of words in the sentence, and the element- 
ary rules of syntax; (3) abundant easy exercises, designed not only 
to fix in the memory the forms and principles of grammar, but also 
to cultivate readiness in the production of natural forms of expres- 
sion; (4) the reading of from 100 to 175 duodecimo pages of gradu- 
ated texts, with constant practice in translating into French easy 
variations of the sentences read (the teacher giving the English), and 
in reproducing from memory sentences previously read; (5) writing 
French from dictation. 

During the second year the work should comprise : (1) the reading 
of from 250 to 400 pages of easy modern prose in the form of stories, 
plays or historical, or biographical sketches: (2) constant practice, 
as in the previous year, in translating into French easy variations 
upon the texts read; (3) frequent abstracts, sometimes oral and 
sometimes written, of portions of the text already read; (4) writing 
French from - dictation; (5) continued drill upon the rudiments of 
grammar, with constant application in the construction of sentences; 
(6) mastery of the forms and use of pronouns;, pronominal adjectives, 
of all but the rare irregular verb forms, and of the simpler uses 
of the conditional and subjunctive. 



Course of Study. 

Third year in high school. 

French grammar, such as, Fraser and Squair. French readers: 
Aldrich and Foster's French Reader. 
Super's Preparatory French Reader. 
Bruno's Le tour de la France. 
Erchman-Chatrian's Le conscrit de 1813. 

For memorizing: 

Au clair de la lune. 
Le corbeau et la renard. 
La cigale et la fourmi. 
Historical anecdotes. 



56 

Fourth Year in High School. 

French grammar, such as, Fraser and Squair. 

Readers : 

Halevy's L'Abbe' ( Jonstantin. 

Labiche and Martin's Le voyage de M. Perrichon. 

Devigny's Le cachet rouge. 

About's Le roi des montagnes. 

Focin's Le pays de France. 

For memorizing: 

Le vase brise, Le rat de villi'. La feuille. Extaze, Anecdotes. 



TYPICAL PROGRAM OF STUDIES. 



First Year. 



Required. 

English, 5 

History, 3 

Algebra, 5 

Physical Geography, 4 

Civics, 2 

Drawing, 1 



Electives. 
Latin, 5 
German, 5 



One 
to be elected. 



Second Year. 



Required. 
English, 5 
History, 3 
Algebra, 5 
Botany or Zoology, 
Drawing, 2 



Required. 
English, 6 
History. 3 
Drawing, 2 



Electives. 
Latin, 5 
German, 5 



Third Year. 

Electives. 
Latin, 5 
German, 5 
French, 5 

Geometry (plane), 5 
Physics, 6 



One 
to be elected. 



Three 
to be elected. 



Required. 
English, 5 
History, 3 
Drawing, 2 



Fourth Year. 

Electives. 
Latin, 5 
German, 5 
French, 5 
Chemistry, 5 
Solid Geometry, 5 



Three 
to be elected. 



The figures indicate the number of recitation periods per week. 
Music should not be excluded from the daily program. 

Length of periods should not be less than thirty minutes. Forty 
minute periods are urged when possible. 



57 



Pupils should not have more than five nor less than four full 
periods daily. 

All pupils should take either physics or chemistry. Physical train- 
ing should be a part of each day's program. 

It should never be forgotten that the program of study is made 
for the benefit of the pupil and that the pupil does not exist for the 
sake of the course of study. Pupils who are anxious to learn should 
not be eliminated from the school because they lack taste and talent 
for Latin or mathematics or science. 



REFERENCE LIBRARY FOR SMALL HIGH SCHOOLS. 

The following books have been selected after much observation 
and inquiry. The lists include reference works on both general and 
special topics. They are by no means exhaustive, but. we hope, will 
be helpful to teachers and boards of directors in making desirable 
purchases. It is understood, also, that several up-to-date texts in 
each subject taught are accessible to pupils. Those with the stars 
should be selected first and the others added as the funds allow. The 
prices of the books have been quoted by The Raker and Taylor Co., 
33-37 East Seventeenth St., New York City, from whom any number 
may be selected and purchased at the prices quoted. 

General works of reference. 

*New International Encyclopedia. Dodd, Mead & Co., N. Y. 

*Webster. International Dictionary, $9.25. 

*Bliss. Encyclopedia of Social Reforms. 15.63. 

*Deems. Holydays and Holidays, $3.33. 

•Walsh. Curiosities of Popular Customs. $2.10. 

*Crabb. Synonyms, 75 cents. 

*Lippencott. Dictionary of Biography and Mythology, |7.20. 

•Champlin. Young Folks' Cyclopedia of Persons and Places 
$2.00. 

*Champlin. Common Things, $2.00. 
*Rogent. Thesaurus, 90 cents. 
*French. The Study of Words, 88 cents. 
*Rand and McNally. Atlas (Imperial), $1.00. 
*World Almanac, 40 cents. 
*Fry. Soubriquet and Nickname, $1.34. 
Literature. 
*Granger. Index to Poetry and Recitation, $5.00. 
*Brewer. Reader's Hand Book. $1.20. 



58 

"Brewer. Dictionary of Phrase and Fable, DO cents. 

•Wheeler. Who Wrote It? $1.20. 

Wheeler. Who's Who in America, $3.00. 

•Bartlett. Familiar Quotations, $1.80. 
Matson. References for Literary Workers, ^1.34. 

•Ringwalt. Briefs on Public Questions, 90 cents. 

"Brookings. Uriel's tor Debate, 88 cents. 

"Abbot i. Shakespereau Grammar, $1.31. 

Stedinan and Hutchingson. Library of American Literature (11 
vols.), $25.00. 
History and Civil Government. 

*Green. Short History of the English People, $1.05. 

•Committee of Seven. Study of History in Schools, 41 cents. 

•Fiske. Critical Period in American History, $1.33. 

•Channing and Hart. Guide to American History, $1.75. 

•Bulfinch. Age of Fable, 30 cents. 

*Bulfinch. Age of Chivalry, 30 cents. 

"Earned. History for Ready Reference, $25.00. 

•Harper. Encyclopedia of American History, $25.00. 

•Bullock. Introduction to the Study of Economics, $1.12. 

•Cheyney. Industrial and Social History of England, $1.23. 

•Bogart. Economic History of The United States, $1.57. 

Goodnow. Politics and Administration, $1.13. 

Johnston. Government in State and Nation, $1.40. 

•Kiepert. .Maps for Ancient History, $1.40. 
Science and Art. 

"Anus and Bliss. Experiments in Physics, $1.58. 
Smith and Hall.* Teaching of Chemistry and Physics, $1.25. 

•Hertwig. General Principles of Zoology, $1.53. 

•MacDougal. Elementary Plant Physiology, $1.00. 

*Bailey. Principles of Agriculture, $1.10. 

•Wellbourn. Elements of Agriculture (South and West), GO cents. 

•Gifford. Practical Forestry, 90 cents. 

•Pinchot. Primer of Forestry (Pt. 2), 30 cents. 

•French. Animal Activities, $1.00. 

•Ward. Diseases of Plants, $1.40. 

•Dana. Minerals and How to Study Them, $1.13. 

•Chapman. Hand Book of Birds of Eastern North America, $1.90. 

Mill. International Geography, $2.33. 

Chamberlain and Salisbury. Geology (3 vols.), $10.50. 

•Hamlin. History of Architecture, $1.34. 

Statham. Architecture for General Readers, $3.00. 

•Van Dyke. History of Painting, $1.00. 

•Marquand. History of Sculpture, $1.00. 



INDEX. 



Pages. 

3 

Introduction , 

Legislation and Appropriations 

Minimum Requirements for Admission to High School 

6-8 

English, . 

o 

Grammar, 

Selections for Memory Work in Grades 

Books for Reading and Study, 

Arithmetic 

Georgraphy , 

Physiology 

History 13 

Drawing, Vocal Music, Writing 

Outlines of High School Studies, 

Engush ;;;"."imo 

Mathematics , 

20-21 

DraWing 21-28 

History 

29 

CivicS ; '.''.'.V..29-49 

ScienC6 ' 50-51 

Latin „„_ 

52-54 

German 

54-56 

French, 56 _5 7 

Suggested Course of Study 

Reference Library for Small High School 5 " ! 



(59) 




(60) 



MAY 910 



LIBRARY OF CONGRESS 



019 745 244 4 4 



